Reading is cne of the highest farns of aa;ru:i. red oogni ti ve func tioos. It cares as no sw:prise, therefore, that the study of reeding has attracted nmerous investigators who, in spite of their diverse background, have been notivated by cne ultimate goal --to understand how we read and how we learn to reed. A sbstantial prQIX)rticn of these investigators have attenpted to gain knowled~ about the neuro p:;ychological processes that 1mderlie the reading process by studying individuals who fail to acquire reading skill (developtental dyslexia) and individuals wOO aa;IUire a reading deficit as a result of brain pathology (alexia~ aa;IUired dyslexia). OVer the years, these two sources, using different tedmiqll3S and nethods, have yielded a good deal of infonration. Unfortunately, the enpirical findings that have been c:btained under these two circunstances have, to a lar~ extent, failed to influence the other. Bringing these two approaches (developtental dyslexia and aCXIUired alexia) t~ther, therefore, remains a top priority. With a view towards bringing these two disciplines together, the Scientific Affairs Divisioo of the North Atlantic Treaty Organi zation (NAro) cwarded us a grant to ccnduct an Advanced Stuly Institute (ASI) in Maratea, Italy, from Octc:ber 10-22, 1982. '!his volure is the result of that Institute. The book is divided into four parts: developtental reading and spelling disorders, acquired alexia, diagnosis and reI'lEdiation, and research :inplications.

Proceedings of the NATO Advanced Study Institute, Maratea, Italy, October 10-22, 1982

Klappentext

Reading is cne of the highest farns of aa;ru:i. red oogni ti ve func­ tioos. It cares as no sw:prise, therefore, that the study of reeding has attracted nmerous investigators who, in spite of their diverse background, have been notivated by cne ultimate goal --to understand how we read and how we learn to reed. A s\bstantial prQIX)rticn of these investigators have attenpted to gain knowled~ about the neuro­ p:;ychological processes that 1mderlie the reading process by studying individuals who fail to acquire reading skill (developtental dyslexia) and individuals wOO aa;IUire a reading deficit as a result of brain pathology (alexia~ aa;IUired dyslexia). OVer the years, these two sources, using different tedmiqll3S and nethods, have yielded a good deal of infonration. Unfortunately, the enpirical findings that have been c:btained under these two circunstances have, to a lar~ extent, failed to influence the other. Bringing these two approaches (developtental dyslexia and aCXIUired alexia) t~ther, therefore, remains a top priority. With a view towards bringing these two disciplines together, the Scientific Affairs Divisioo of the North Atlantic Treaty Organi­ zation (NAro) cwarded us a grant to ccnduct an Advanced Stuly Institute (ASI) in Maratea, Italy, from Octc:ber 10-22, 1982. '!his volure is the result of that Institute. The book is divided into four parts: developtental reading and spelling disorders, acquired alexia, diagnosis and reI'lEdiation, and research :inplications.

Inhalt
One.- 1. The three phases of developmental dyslexia.- 2. Toward a rational taxonomy of the developmental dyslexias.- 3. Classification issues in subtype research: An application of some methods and concepts.- 4. Specific spelling problems.- 5. Neuropsychological perspectives on reading and developmental reading disability.- 6. In search of the core of dyslexia: Analysis of the reading process of dyslectic children.- 7. Developmental surface dyslexia in Italian.- 8. Developmental analogues to acquired phonological dyslexia.- 9. Letter naming as a spelling strategy.- 10. Temporal order perception and lateralization in dyslexic children.- 11. Eye movements in developmental dyslexia.- 12. Visual half-field studies of developmental reading disability.- Two.- 13. Alexia in relation to aphasia and agnosia.- 14. Toward a rational taxonony of acquired dyslexias.- 15. Word-recognition and word-production: data from pathology.- 16. Comments on pathological reading behavior due to lesions of the left hemisphere.- 17. Consistency and types of semantic errors in a deep dyslexic patient.- 18. Phonological dyslexia: A review.- 19. Acquired dyslexias and normal reading.- Three.- 20. Neuropsychological assessment of children and adults with developmental dyslexia.- 21. A diagnostic screening test for subtypes of dyslexia: The Boder test of reading-spelling patterns.- 22. Dyslexia: A diagnostic profile for a special educational need.- 23. An experimental study of multi-sensory teaching with normal and retarded readers.- 24. Instructing learning disabled children to make continued and general use of a strategy for memorizing information Margaret Jo Shepherd and Lynn.- 25. Dyslexia Diagnosis and treatment from the perspective of a reading specialist.- Four.- 26. Dyslexia in bilinguals.- 27. Hemispheric specialization and dual coding of alphabet.- 28. The importance of grapheme-to-phoneme conversion rules in beginning readers.- 29. Hyperlexia: Developmental reading without meaning.- 30. Interhemispheric integration of conflicting information by a split-brain man.- 31. The use of adult acquired neuropsychological syndromes as models of childhood developmental disorders.- 32. On the use of word and context based information sources evaluated by oral reading error analysis.- 33. Differences in levels of processing related to age.- 34. Information value of print size on reading performance.