Mind, Brain and Education in Reading Disorders (Cambridge Studies in Cognitive and Perceptual Development, 11, Band 11) - Hardcover
Buch 6 von 10: Cambridge Studies in Cognitive and Perceptual Development
Inhaltsangabe
Explains why reading disorders have been hard to identify and how mind, brain and education can help to understand them.
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Über die Autorinnen und Autoren
Kurt W. Fischer is Charles Warland Bigelow Professor of Education and Human Development and Director of the Mind, Brian and Education Program in the Graduate School of Education at Harvard University. He is founding president of the International Mind, Brain and Education Society and founding editor of the new journal Mind, Brain and Education.
Jane Holmes Bernstein is a developmental neuropsychologist who divides her time between teaching, writing and research responsibilities at the Children's Hospital Boston and the establishment of a National Child Development Program in Trinidad and Tobago.
Mary Helen Immordino-Yang studies the neuroscience of emotion and its relation to cognitive, linguistic and social development at the Brain and Creativity Institute, University of Southern California. She recently received her doctorate from the Graduate School of Education at Harvard University.
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Mind, Brain, and Education in Reading Disorders (Cambridge Studies in Cognitive and Perceptual Development)
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Cambridge University Press, 2007
ISBN 10: 0521854792
ISBN 13: 9780521854795
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Mind, Brain, and Education in Reading Disorders: 11 (Cambridge Studies in Cognitive and Perceptual Development, Series Number 11)
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Mind, Brain and Education in Reading Disorders
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Cambridge University Press, 2010
ISBN 10: 0521854792
ISBN 13: 9780521854795
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Zustand: Sehr gut. Zustand: Sehr gut | Seiten: 352 | Sprache: Englisch | Produktart: Bücher | One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and, finally, what the future holds for relating mind, brain, and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students. Artikel-Nr. 3503749/2
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Mind, Brain and Education in Reading Disorders
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Cambridge University Press, 2010
ISBN 10: 0521854792
ISBN 13: 9780521854795
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Zustand: Sehr gut. Zustand: Sehr gut | Seiten: 352 | Sprache: Englisch | Produktart: Bücher | One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and, finally, what the future holds for relating mind, brain, and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students. Artikel-Nr. 3503749/202
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Mind, Brain and Education in Reading Disorders
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Cambridge University Press, 2010
ISBN 10: 0521854792
ISBN 13: 9780521854795
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Zustand: Hervorragend. Zustand: Hervorragend | Seiten: 352 | Sprache: Englisch | Produktart: Bücher | One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and, finally, what the future holds for relating mind, brain, and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students. Artikel-Nr. 3503749/1
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Mind, Brain, and Education in Reading Disorders (Cambridge Studies in Cognitive and Perceptual Development, Series Number 11)
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Mind, Brain, and Education in Reading Disorders: 11 (Cambridge Studies in Cognitive and Perceptual Development, Series Number 11)
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Zustand: New. Explains why reading disorders have been hard to identify and how mind, brain and education can help to understand them. Editor(s): Fischer, Kurt W.; Bernstein, Jane Holmes; Immordino-Yang, Mary Helen. Series Editor(s): Butterworth, George; Hatano, Giyoo; Fischer, Kurt W.; Greenfield, Patricia M.; Harris, Paul; Stern, Daniel. Series: Cambridge Studies in Cognitive & Perceptual Development. Num Pages: 352 pages, 37 b/w illus. 15 tables. BIC Classification: JMC; JNC; MJN. Category: (P) Professional & Vocational. Dimension: 228 x 152 x 24. Weight in Grams: 690. . 2007. Illustrated. hardcover. . . . . Books ship from the US and Ireland. Artikel-Nr. V9780521854795
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Mind, Brain and Education in Reading Disorders
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Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read How does experience shape the development of reading skills How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and, finally, what the future holds for relating mind, brain, and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students. Artikel-Nr. 9780521854795
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