Groundbreaking international research from The Dyslexia Foundation!

New!
Dyslexia Across Languages
Orthography and the Brain–Gene–Behavior Link
By Peggy McCardle, Ph.D., M.P.H., Brett Miller, Ph.D., Jun Ren Lee, Ph.D., & Ovid J. L. Tzeng, Ph.D.

What causes dyslexia, and how does it manifest across languages? As bilingualism becomes increasingly important globally, these questions have never been more critical—and this comprehensive volume from The Dyslexia Foundation explores them in unprecedented depth.

Bringing together the best brain-based, genetics, and behavioral research in the field from more than 40 of today's most highly respected researchers, this landmark volume fully examines what we know about the identification, manifestations, and potential differences in dyslexia across languages and orthographies. International contributors share their groundbreaking studies, helping researchers and graduate-level students investigate key questions about dyslexia:

• How does dyslexia vary in frequency and manifestation among speakers of various alphabetic and nonalphabetic languages?
  
  
• How might the characteristics of different languages affect reading acquisition and reading difficulties?
  
  
• How do genetic profiles interact with environment to influence how reading difficulties manifest?
  
  
• Are there unique neurobiological and/or behavioral characteristics that are universal to dyslexia?
  
  
• How can computational and statistical modeling contribute to a better understanding of reading difficulties in children and adults?
  
  
• In what ways might bilingualism influence reading and reading difficulties?

The editors also lay out a clear agenda for future research on reading, writing, and dyslexia across the world's languages and orthographies. These specific next steps will pave the way for more and better research and encourage stronger interdisciplinary collaborations among fields, such as cognitive science, neuroscience, genetics, and education.

Reflecting 20 years of progress in our understanding of dyslexia, this foundational volume will lay the groundwork for tomorrow's practical resources—and help ensure that all children around the world have access to the best, most effective reading instruction.

ORDERING INFO
ISBN 978-1-59857-185-1
Hardcover
6 x 9 / 368 pages
2011
$74.95
Stock# 71851

About the Editors
About the Contributors
About The Dyslexia Foundation
Preface (English and Mandarin)
Acknowledgments
Introduction
William S-Y. Wang & Yaching Tsai

I. Looking Across Orthographies

1. Reading Processes and Reading Problems: Progress Toward a Universal Reading Science
Charles Perfetti

2. Fundamentals of Chinese Reading Development and How They Might Impact Concepts of Dyslexia in Chinese
Catherine McBride-Chang & Phil D. Liu

3. The Statistical Learning Perspective on Chinese Reading
Chia Ying Lee

4. Prevention of Reading Difficulties in Highly Transparent Finnish Ulla Richardson, Mikko Aro, & Heikki Lyytinen

5. Reading Akshara: indianAlphasyllabary
Prakash Padakannaya & Nallur B. Ramachandra

Integrative Summary—Looking Across Orthographies
Ram Frost

II. Brain Studies: What They Show Across Orthographies

6. Reading as Neuronal Recycling: A Universal Brain Organization Underlying Reading Acquisition
Stanislas DeHaene

7. Functional MRI Studies on Japanese Orthographies: Studies in Reading Development and Reading Difficulties
Ayumi Seki

8. Brain Activation Measures in Predicting Reading Skills and Evaluating Intervention Effects in Children at Risk for Dyslexia
Tomi K. Guttorm, Leena Alho-Näveri, Ulla Richardson, & Heikki Lyytinen

Integrative Summary—Brain Studies: What They Show Across Orthographies
Kenneth R. Pugh

III. Additional Approaches to the Study of Dyslexia Across Languages: Modeling

9. Reading in Different Writing Systems: One Architecture, Multiple Solutions
Mark Seidenberg

10. Understanding Developmental Dyslexia Through Computational Modeling: An Individual Deficit-Based Simulation Approach
Johannes C. Ziegler

11. Phonological Instability in Young Adult Poor Readers: Time-Course Measures and Computational Modeling
James S. Magnuson, Anuenue Kukona, David Braze, Clinton L. Johns, Julie A. Van Dyke, Whitney Tabor, W. Einar Mencl, Kenneth R. Pugh, & Donald Shankweiler

12. Using Response to Intervention for Identification and Classification
Richard K. Wagner, Jessica Brown Waesche, Christopher Schatschneider, Jon Maner, & Yusra Ahmed

Integrative Summary—Reflections on Additional Approaches to the Study of Dyslexia
Brett Miller, Peggy McCardle, & Jun Ren Lee

IV. Genetics and Neurobiology

13. Neurogenetic Contribution to Developmental Reading Disorders
Albert M. Galaburda, Roslyn Holly Fitch, Joseph J. LoTurco, & Glenn D. Rosen

14. Human Genetic Contributions to the Neurobiology of Dyslexia
Shelley D. Smith

Integrative Summary—Genetics and Reading Across Orthographies
Robert Plomin & Yulia Kovas

V. Bilingualism, Cognition, Reading, and Intervention

15. Cognitive Processes in Bilingual Reading
Debra Jared & Judith F. Kroll

16. Language Representation and Cognitive Control in Bilinguals: Implications for Dyslexia
Gigi Luk & Ellen Bialystok

17. Early Identification and Intervention to Reduce the Incidence of Reading Difficulties for English Language Learners and English First Language Students
Linda S. Siegel

18. Developing Oral Proficiency in Second Language Learners in the Context of Literacy Instruction
Diane August

Integrative Summary—Bilingualism and Second Language Learning: Implications for Reading and Dyslexia Research
Peggy McCardle & Brett Miller

19. Future Directions in Research on Dyslexia Across Languages and Orthographies
Peggy McCardle, Jun Ren Lee, Ovid J.L. Tzeng, & Brett Miller

Index