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Inhaltsangabe: Understanding the precursors and early indicators of dyslexia is key to early identification and effective intervention. Now there's a single research volume that brings together the very latest knowledge on the earliest stages of dyslexia and the diverse genetic, neurobiological, and cognitive factors that may contribute to it. Based on findings first reported at the Dyslexia Foundation's 12th Extraordinary Brain Symposium, this landmark volume collects cutting-edge dyslexia research from the worlds foremost experts on this complex disorder, as well as insights from experts newly interested in applying their innovative techniques to dyslexia research. 40+ international contributors from multiple disciplines present groundbreaking research on:
Each of the book's four sections has a helpful integrative introduction. And to help readers shape the course of future dyslexia studies, a concluding chapter distills the key themes discussed at the symposium and examines specific recommendations for further research on the genetics, neurobiology, and behavior of dyslexia.
An important volume that will be cited and quoted in the literature for years to come, this book sheds new light on the precursors and early indicators of dyslexia—and will provide a strong foundation for tomorrow's innovative interventions.
With contributions by well-known experts from the dyslexia field, including
PLUS additional experts from related fields, including
This book is part of the Brookes Publishing The Extraordinary Brain Series
About the Author:
Dr. Hayes is Associate Professor and Clinical Director of Clinical Foundations at Florida State University College of Medicine in Tallahassee, FL.
Dr. Herbert is Assistant Professor, Neurology (Pediatric) at Harvard Medical School.
Dr. Benasich is Professor of Neuroscience and Director of Infancy Studies at the Center for Molecular and Behavioral Neuroscience. Her research focuses on the study of early neural processes necessary for typical and disordered language development. Specifically, she studies the development of temporally bounded sensory information processing (shown to be a major predictor of language impairment and dyslexia), the neural substrates that support these developing abilities and the relations seen with emerging language and cognitive abilities from infancy through early childhood.
Dr. Fitch received her B.S. from Duke University and her Ph.D. in biobehavioral sciences (concentration in developmental psychobiology) from The University of Connecticut. Her research centers on understanding how the disruption of early brain development underlies subsequent cognitive disabilities, with a particular focus on risk factors for language-relevant skills. Topics of research include animal models of brain damage typical of premature and term birth insult, as well as animal models for genetic risk factors associated with cognitive disability.
Dr. Black is Assistant Professor, Graduate School of Social Work at Boston College.
Dr. de Bree is Assistant Professor in the Department of Pedagogical Sciences at Utrecht University in Utrecht, The Netherlands.
Dr. Chandrasekaran is Assistant Professor at the University of Texas at Austin.
Michelle Chang is Research Study Assistant at Childrenâ€™s Hospital Boston.
Alicia Che is a Graduate Assistant in Physiology and Neurobiology at University of Connecticut.
Dr. Choudhury is Associate Professor of Psychology at Ramapo College of New Jersey and at the Center for Molecular and Behavioral Neuroscience at Rutgers Rutgers University in New Jersey.
Dr. Demonet is Director of the Memory Center in the Department of Clinical Neuroscience at CHUV & University of Lausanne in Switzerland.
Dr. Facoetti is Assistant Professor in Dipartimento di Psicologia Generale at UniversitÃ di Padova in Padova, Italy.
Nadine Gaab, Ph.D., Associate Professor of Pediatrics, Boston Children's Hospital/Harvard Medical School, Department of Medicine/Division of Developmental Medicine, Laboratories of Cognitive Neuroscience, 1 Autumn Street, Boston, Massachusetts 02115.
Nadine Gaab is an associate professor of pediatrics at Boston Children's Hospital/Harvard Medical School and a faculty member at the Harvard Graduate School of Education. Her current research focuses on auditory and language processing in the human brain and its applications for the development of typical and atypical language and literacy skills. The Gaab Lab is currently working on various topics with a main focus on early identification of developmental dyslexia in the prereading and infant brain. The Gaab Lab employs cross-sectional and longitudinal study designs and works closely with more than 20 private and public schools within the greater New England area.
Elena L. Grigorenko, Ph.D., Professor, Child Study Center, Yale University, 230 South Frontage Road, New Haven, CT 06519.
Dr. Grigorenko received her Ph.D. in general psychology from Moscow State University, Russia, and her Ph.D. in developmental psychology and genetics from Yale University. Dr. Grigorenko is currently the Emily Fraser Beede Professor of Developmental Disabilities, Child Studies, Psychology, and Epidemiology and Public Health at Yale, and adjunct professor of Psychology at Columbia University and Moscow State University. Dr. Grigorenko has published more than 350 peer-reviewed articles, book chapters, and books. She has received multiple professional awards for her work and has received funding for her research from the National Institutes of Health, National Science Foundation, U.S. Department of Energy, U.S. Agency for International Development, Cure Autism Now, Foundation for Child Development, American Psychological Foundation, and other federal and private sponsoring organizations. Dr. Grigorenko has worked with children and their families in the United States as well as in Africa (Kenya, Tanzania and Zanzibar, the Gambia, and Zambia), India, Saudi Arabia, and Russia.
Fumiko Hoeft, Ph.D., Director, Laboratory for Educational Neuroscience, and Associate Professor, Department of Psychiatry, University of California, 401 Parnassus Avenue, Box 0945-F, San Francisco, CA 94143.
Dr. Hoeftâ€™s research focuses on circuit-based approaches to the understanding of reading and dyslexia. She is particularly interested in the neurobiological basis of different phenotypes/subtypes of dyslexia and early risk factors that predispose and protective factors that prevent children from developing dyslexia.
Peggy McCardle, Ph.D., M.P.H., Owner, Peggy McCardle Consulting, LLC, 14465 86th Avenue, Seminole, Florida 33776
Peggy McCardle is a private consultant and an affiliated research scientist at Haskins Laboratories. She is the former chief of the Child Development and Behavior Branch of the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), U.S. National Institutes of Health, where she also directed the Language, Bilingualism, and Biliteracy Research Program and developed various literacy initiatives. Dr. McCardle is a linguist, a former speech-language pathologist, and, in her remote past, a classroom teacher. Her publications address various aspects of public health and developmental psycholinguistics. The recipient of various awards for her work in federal government, including a 2013 NICHD Mentor Award, she also was selected in 2013 to receive the Einstein Award from The Dyslexia Foundation. Her publications address various aspects of public health and developmental psycholinguistics (e.g., language development, bilingualism, reading, learning disabilities). Dr. McCardle has taught scientific and technical writing and has extensive experience developing and coediting volumes and thematic journal issues.
Brett Miller, Ph.D., Program Director, Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), 6100 Executive Boulevard, Suite 4B05, Rockville, Maryland 20852.
Brett Miller oversees the Reading, Writing, and Related Learning Disabilities research portfolio at the National Institutes of Health (NICHD), which focuses on developing and supporting research and training initiatives to increase knowledge relevant to the development of reading and written-language abilities for learners with and without disabilities. Dr. Miller also codirects the Language, Bilingualism, and Biliteracy Research Program, which focuses on language development and psycholinguistics from infancy through early adulthood; bilingualism and/or second-language acquisition; and reading in bilingual and/or English-language-learning children and youth.
Elena Plante, Ph.D., CCC-SLP, is a Professor in the Department of Speech, Language, and Hearing Sciences at The University of Arizona in Tucson. She is a fellow both of The University of Arizona's College of Science and of the American Speech-Language-Hearing Association. Her areas of research interest include language learning and assessment practices. She in addition to multiple journal articles on these topics, Dr. Plante is a co-author on the Pediatric Test of Brain Injury and the Test of Integrated Language and Literacy Skills. Dr. Plante has also been using neuroimaging to explore the brain bases of language and cognition for the last 2 decades. She has active national and international collaborations in the areas of neuroimaging, language, and learning.
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