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  • Mind, Brain, and Education in Reading Disorders

    One of the key topics for establishing meaningful links between brain sciencesand education is the development of reading. How does biology constrainlearning to read? How does experience shape the development of readingskills? How does research on biology and behavior connect to the ways thatschools, teachers, and parents help children learn to read, particularly in theface of disabilities that interfere with learning? This book addresses these ques-tions and illuminates why reading disorders have been hard to identify, howrecent research has established a firm base of knowledge about the cognitiveneuroscience of reading problems and the learning tools for overcoming them,and, finally, what the future holds for relating mind, brain, and education tounderstanding reading difficulties. Connecting knowledge from neuroscience,genetics, cognitive science, child development, neuropsychology, and educa-tion, this book will be of interest to both academic researchers and graduatestudents.

    kurt w. f i scher is Charles Warland Bigelow Professor of Educationand Human Development and Director of the Mind, Brain, and EducationProgram in the Graduate School of Education at Harvard University. He isfounding president of the International Mind, Brain, and Education Societyand founding editor of the new journal Mind, Brain, and Education.

    jane holmes bernste in is a developmental neuropsychologist whodivides her time between teaching, writing, and research responsibilities atthe Childrens Hospital Boston and the establishment of a National ChildDevelopment Program in Trinidad and Tobago.

    mary helen immordino-yang studies the neuroscience of emotionand its relation to cognitive, linguistic, and social development at the Brain andCreativity Institute, University of Southern California. She recently receivedher doctorate from the Graduate School of Education at Harvard University.

    Cambridge University Press www.cambridge.org

    Cambridge University Press978-0-521-85479-5 - Mind, Brain, and Education in Reading DisordersEdited by Kurt W. Fischer, Jane Holmes Bernstein, and Mary Helen Immordino-YangFrontmatterMore information

    http://www.cambridge.org/0521854792http://www.cambridge.orghttp://www.cambridge.org

  • Cambridge Studies in Cognitive and Perceptual Development

    Series EditorsGIYOO HATANOUniversity of the Air, Chiba, JapanKURT W. FISCHERHarvard University, USA

    Advisory BoardGavin Bremner, Lancaster University, UKPatricia M. Greenfield, University of California, Los Angeles, USAPaul Harris, Harvard University, USADaniel Stern, University of Geneva, SwitzerlandEsther Thelen, Indiana University, USA

    The aim of this series is to provide a scholarly forum for current theoretical and empiricalissues in cognitive and perceptual development. As the twenty-first century begins,the field is no longer dominated by monolithic theories. Contemporary explanationsbuild on the combined influences of biological, cultural, contextual, and ecologicalfactors in well-defined research domains. In the field of cognitive development, culturaland situational factors are widely recognized as influencing the emergence and formsof reasoning in children. In perceptual development, the field has moved beyond theopposition of innate and acquired to suggest a continuous role for perception inthe acquisition of knowledge. These approaches and issues will all be reflected in theseries, which will also address such important research themes as the indissociablelink between perception and action in the developing motor system, the relationshipbetween perceptual and cognitive development and modern ideas on the developmentof the brain, the significance of developmental processes themselves, dynamic systemstheory, and contemporary work in the psychodynamic tradition, especially as it relatesto the foundations of self-knowledge.

    Titles published in the series

    1. Jacqueline Nadel and George Butterworth, Imitation in Infancy2. Margaret Harris and Giyoo Hatano, Learning to Read and Write: A

    Cross-Linguistic Perspective3. Michael Siegal and Candida Peterson, Childrens Understanding of Biology and

    Health4. Paul Light and Karen Littleton, Social Processes in Childrens Learning5. Antonio M. Battro, Half a Brain is Enough: The Story of Nico6. Andrew N. Meltzoff and Wolfgang Prinz, The Imitative Mind: Development,

    Evolution and Brain Bases7. Nira Granott and Jim Parziale, Microdevelopment: Transition Processes in

    Development and Learning8. Edited by Heidi Keller, Ype H. Poortinga and Axel Scholmerich, Between Culture

    and Biology: Perspectives on Ontogenetic Development9. Nobuo Masataka, The Onset of Language

    10. Edited by Andreas Demetriou and Athanassios Raftopoulos, CognitiveDevelopmental Change: Theories, Models and Measurement

    Cambridge University Press www.cambridge.org

    Cambridge University Press978-0-521-85479-5 - Mind, Brain, and Education in Reading DisordersEdited by Kurt W. Fischer, Jane Holmes Bernstein, and Mary Helen Immordino-YangFrontmatterMore information

    http://www.cambridge.org/0521854792http://www.cambridge.orghttp://www.cambridge.org

  • Mind, Brain, and Education inReading Disorders

    Edited by

    Kurt W. Fischer, Jane Holmes Bernstein,and Mary Helen Immordino-Yang

    Cambridge University Press www.cambridge.org

    Cambridge University Press978-0-521-85479-5 - Mind, Brain, and Education in Reading DisordersEdited by Kurt W. Fischer, Jane Holmes Bernstein, and Mary Helen Immordino-YangFrontmatterMore information

    http://www.cambridge.org/0521854792http://www.cambridge.orghttp://www.cambridge.org

  • cambridge univers ity pressCambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo

    Cambridge University PressThe Edinburgh Building, Cambridge CB2 2RU, UK

    Published in the United States of America by Cambridge University Press, New York

    www.cambridge.orgInformation on this title: www.cambridge.org/9780521854795

    C Cambridge University Press 2007

    This publication is in copyright. Subject to statutory exceptionand to the provisions of relevant collective licensing agreements,no reproduction of any part may take place withoutthe written permission of Cambridge University Press.

    First published 2007

    Printed in the United Kingdom at the University Press, Cambridge

    A catalogue record for this publication is available from the British Library

    Library of Congress Cataloguing in Publication dataMind, brain, and education in reading disorders / edited by Kurt W.Fischer, Jane Holmes Bernstein, and Mary Helen Immordino-Yang.

    p. cm. (Cambridge studies in cognitive and perceptual development; 11)Includes bibliographical references and index.ISBN-13: 978-0-521-85479-5 (hardback)ISBN-10: 0-521-85479-2 (hardback)1. Reading disability. 2. Reading disability Pathophysiology. 3. Reading Physiological aspects. I. Fischer, Kurt W. II. Bernstein, Jane Holmes, 1947III. Immordino-Yang, Mary Helen, 1971 IV. Series: Cambridge studies incognitive perceptual development; 11.

    [DNLM: 1. Dyslexia physiopathology. 2. Dyslexia psychology.3. Dyslexia therapy. WL 340.6 M664 2007]RC394.W6M562 2007616.8553 dc222007000299

    ISBN 978-0-521-85479-5 hardback

    Cambridge University Press has no responsibility for the persistence or accuracy ofURLs for external or third-party Internet websites referred to in this publication, anddoes not guarantee that any content on such websites is, or will remain, accurate orappropriate.

    Cambridge University Press www.cambridge.org

    Cambridge University Press978-0-521-85479-5 - Mind, Brain, and Education in Reading DisordersEdited by Kurt W. Fischer, Jane Holmes Bernstein, and Mary Helen Immordino-YangFrontmatterMore information

    http://www.cambridge.org/0521854792http://www.cambridge.orghttp://www.cambridge.org

  • To our late colleagues and friends who made fundamentalcontributions to this book Ann Brown, Robbie Case,Jeanne Chall, and Samuel P. Rose

    Cambridge University Press www.cambridge.org

    Cambridge University Press978-0-521-85479-5 - Mind, Brain, and Education in Reading DisordersEdited by Kurt W. Fischer, Jane Holmes Bernstein, and Mary Helen Immordino-YangFrontmatterMore information

    http://www.cambridge.org/0521854792http://www.cambridge.orghttp://www.cambridge.org

  • Contents

    List of figures page xiiList of tables xivList of contributors xvAcknowledgements xvii

    Part I What is Reading, and What are Reading Disorders?Looking to Neuroscience, Evolution, and Genetics

    1 Toward a grounded synthesis of mind, brain, andeducation for reading disorders: an introduction to thefield and this book 3kurt w. f i scher , mary helenimmordino-yang, and deborah waber

    2 An evolutionary perspective on reading and readingdisorders 16mary helen immordino-yang andterrence w. deaconEssay: Brain volume and the acquisition of adaptivecapacities 30verne s . caviness

    3 The genetics of dyslexia: what is the phenotype? 37albert m. galaburda and gordon f. sherman

    Part II Reading and the Growing Brain: Methodologyand History

    4 A brief history of time, phonology, and other explanationsof developmental dyslexia 61maryanne wolf and jane ashby

    ix

    Cambridge University Press www.cambridge.org

    Cambridge University Press978-0-521-85479-5 - Mind, Brain, and Education in Reading DisordersEdited by Kurt W. Fischer, Jane Holmes Bernstein, and Mary Helen Immordino-YangFrontmatterMore information

    http://www.cambridge.org/0521854792http://www.cambridge.orghttp://www.cambridge.org

  • x Contents

    5 Approaches to behavioral and neurological research onlearning disabilities: in search of a deeper synthesis 80robb ie case

    6 Growth cy