Reading and Writing Acquisition: A Developmental Neuropsychological Perspective
Both biological and educational constraints operate on the reading and writing acquisition process. Virginia Berninger’s book is the first to provide a theoretical framework for integrating the biological and educational perspectives in explaining normal and disabled reading and writing development. The developmental neuropsychological perspective, with its focus on individual differences in brain systems related to reading and writing and on prevention during critical developmental periods, holds promise for helping children achieve their literacy potential.Part 1 draws upon empirical research and conceptual models to justify the theoretical framework. Part 2 offers an overview of Berninger’s ten-year research program on reading and writing acquisition, which was grounded in this theoretical framework. Of particular interest is Chapter 7, which bridges the gap between basic, theory-driven research on learning processes, and practical considerations in assessing, preventing, and remediating reading and writing disabilities.This book provides valuable supplementary reading for advanced undergraduate courses in developmental psychology or literacy and for graduate courses in child neuropsychology, child clinical psychology, school psychology, the psychology of reading and writing, and regular and special education related to reading and writing.
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Introduction to Part I Chapters 1 Through 3
The Individual as the Unit of Analysis and Normal Variation
Constraints Versus Causality in Modeling BrainBehavior
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Abbott achievement activity adult angular gyrus assessment auditory beginning reading behavioral Berninger cerebral cortex chapter child cognitive component reading component writing compositional fluency concurrent validity Connectionism constraints correlated deficits developmental neuropsychological perspective developmental skills disorders dissociations dyslexia dyslexics educational factor genetic Heterarchy Hynd individual differences intermediate grade intervention intraindividual differences learner learning disabilities learning to read letter cluster levels of analysis levels of language lexical lexical analysis lobes measures mechanisms memory neural neurons neuropsychology nonwords normal variation oral language orthographic and phonological orthographic coding parietal lobes percent phonemic phonics rules phonological coding primary grade printed words processes psychology readers reading and writing reading comprehension reading disability scores semantic code sentence single words society of mind stimulus structural equation modeling studies sublexical subword syllable task teachers temporal visual Wernicke's area whole word word recognition writing acquisition writing disabilities writing skills written language