Goswami, U. (2009) 'Reading, Dyslexia and the Brain' in Fletcher-Campbell, F., Soler, J. & Reid, G. Approaching Difficulties in Literacy Development: Assessment, Pedagogy and Programmes. Chichester, Sage.
The importance of locating neural sites for reading Can provide evidence to prove/disprove theories such as determination as to where reading begins
The role of developmental differences 'High degree of consistency in neural networks recruited by novice and expert readers' (p.13) 'reading related activity in the brain becomes more left lateralised with development' (p.13) [This seems intuitive to me as novice readers start by reading aloud and then move to silent reading with lip movement and then to fully silent reading]
How neuro-biological understanding can inform intervention Single route model of reading development Reading did not become left-lateralised (p.15) Hypoactivation of areas on the left with atypical continued use of areas on the right (p.18) Atypical auditory processing (p.19)
The role of brain imaging as a research methodology that can enhance our understanding of developmental dyslexia Wide range of functional problems so difficult to equate participants (p.14) Must use same techniques (p.14) Problems with equating groups - e.g. is difference due to non-dyslexics having greater expertise? (p.15)
Reid, G. (2009) Dyslexia: a Practitioners Handbook. Chichester, Wiley-Blackwell. Chapter 2- Causal modelling framework
Frith, U. (2002) 'Resolving the paradoxes of dyslexia' in Reid, G. & Wearmouth, J. (eds.) Dyslexia and Literacy, Theory and Practice. Chichester, John Wiley & Sons.
E801: Action 3.5
E801: Action 3.5: Reading, Dyslexia and the Brain
Goswami, U. (2009) 'Reading, Dyslexia and the Brain' in Fletcher-Campbell, F., Soler, J. & Reid, G. Approaching Difficulties in Literacy Development: Assessment, Pedagogy and Programmes. Chichester, Sage.
Can provide evidence to prove/disprove theories such as determination as to where reading begins
'High degree of consistency in neural networks recruited by novice and expert readers' (p.13)
'reading related activity in the brain becomes more left lateralised with development' (p.13)
[This seems intuitive to me as novice readers start by reading aloud and then move to silent reading with lip movement and then to fully silent reading]
Single route model of reading development
Reading did not become left-lateralised (p.15)
Hypoactivation of areas on the left with atypical continued use of areas on the right (p.18)
Atypical auditory processing (p.19)
Wide range of functional problems so difficult to equate participants (p.14)
Must use same techniques (p.14)
Problems with equating groups - e.g. is difference due to non-dyslexics having greater expertise? (p.15)
Reid, G. (2009) Dyslexia: a Practitioners Handbook. Chichester, Wiley-Blackwell. Chapter 2- Causal modelling framework
Frith, U. (2002) 'Resolving the paradoxes of dyslexia' in Reid, G. & Wearmouth, J. (eds.) Dyslexia and Literacy, Theory and Practice. Chichester, John Wiley & Sons.
3 levels: behavioural, cognitive, biological (over-lapping)