Lessons from the Reading Brain for Reading Development and Dyslexia

Autor/inn/en	Wolf, Maryanne; Ullman-Shade, Catherine; Gottwald, Stephanie
Titel	Lessons from the Reading Brain for Reading Development and Dyslexia
Quelle	In: Australian Journal of Learning Difficulties, 21 (2016) 2, S.143-156 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2016.1337364
Schlagwörter	Reading Skills; Child Development; Brain Hemisphere Functions; Dyslexia; Reading Instruction; Written Language; Phonological Awareness; Phoneme Grapheme Correspondence; Reading Rate; Naming; Semantics; Syntax; Morphology (Languages); Cognitive Processes; Reading Difficulties; Foreign Countries; Australia; United States + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Kindesentwicklung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Leseunterricht; Geschriebene Sprache; Reading readiness; Reading speed; Lesegeschwindigkeit; Semantik; Morphology; Morphologie; Cognitive process; Kognitiver Prozess; Reading difficulty; Leseschwierigkeit; Ausland; Australien; USA
Abstract	This essay is about the improbable emergence of written language six millennia ago that gave rise to the even more improbable, highly sophisticated reading brain of the twenty-first century. How it emerged and what it comprises--both in its most basic iteration in the very young reader and in its most elaborated iteration in the expert reader--is a story with several important lessons for how we think about reading development and how we approach reading challenges like dyslexia. For, an understanding of how the reading brain develops gives educators a unique lens on what the child has to learn, what the teacher would be wise to teach, and why the organization of the brain of an individual with dyslexia has precious little to do with reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01