ebook img

Brain, Behavior and Learning in Language and Reading Disorders - M. Mody, et al., (Guilford, 2008) WW PDF

416 Pages·2008·2.32 MB·English
by  
Save to my drive
Quick download
Download
Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.

Preview Brain, Behavior and Learning in Language and Reading Disorders - M. Mody, et al., (Guilford, 2008) WW

BRAIN, BEHAVIOR, AND LEARNING IN LANGUAGE AND READING DISORDERS CHALLENGES IN LANGUAGE AND LITERACY Elaine R. Silliman and C. Addison Stone, Series Editors Frame Work in Language and Literacy: How Theory Informs Practice Judith Felson Duchan Phonological Awareness: From Research to Practice Gail T. Gillon Handbook of Language and Literacy: Development and Disorders C. Addison Stone, Elaine R. Silliman, Barbara J. Ehren, and Kenn Apel, Editors Language and Literacy Learning in Schools Elaine R. Silliman and Louise C. Wilkinson, Editors Children’s Comprehension Problems in Oral and Written Language: A Cognitive Perspective Kate Cain and Jane Oakhill, Editors Brain, Behavior, and Learning in Language and Reading Disorders Maria Mody and Elaine R. Silliman, Editors Brain, Behavior, and Learning in Language and Reading Disorders Edited by MARIA MODY and ELAINE R. SILLIMAN Series Editor’s Note by C. Addison Stone THE GUILFORD PRESS New York London © 2008 The Guilford Press A Division of Guilford Publications, Inc. 72 Spring Street, New York, NY 10012 www.guilford.com All rights reserved No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher. Printed in the United States of America This book is printed on acid-free paper. Last digit is print number: 9 8 7 6 5 4 3 2 1 Library of Congress Cataloging-in-Publication Data Brain, Behavior, and Learning in Language and Reading Disorders / edited by Maria Mody and Elaine R. Silliman. p. ; cm. — (Challenges in language and literacy) Includes bibliographical references and index. ISBN 978-1-59385-831-5 (hardcover : alk. paper) 1. Language disorders in children. 2. Language disorders. 3. Reading disability. 4. Neuropsychology. I. Mody, Maria. II. Silliman, Elaine R. III. Series. [DNLM: 1. Language Disorders—therapy. 2. Child. 3. Learning Disorders—therapy. WL 340 L287596 2008] RJ496.L35L3665 2008 618.92′855—dc22 2008010096 To my parents, who taught me to question —M. M. To Paul, whose patience makes all possible —E. R. S. About the Editors About the Editors About the Editors Maria Mody, PhD, is a cognitive neuroscientist in the Department of Radi- ology at Massachusetts General Hospital and Harvard Medical School, Boston, specializing in developmental disorders of reading and language. She is a member of the faculty in the Health Sciences and Technology Pro- gram at the Massachusetts Institute of Technology in Cambridge, and also teaches in the Department of Communication Sciences and Disorders at Emerson College in Boston. Dr. Mody uses a variety of neuroimaging methods, including func- tional magnetic resonance imaging, magnetoencephalography, and electro- encephalography, to examine the relationship between spoken language and reading in normal and atypical development. Her work is supported by funding from the National Institutes of Health and the Mental Illness and Neuroscience Discovery Institute in Albuquerque, New Mexico. She is a past Associate Editor of the Journal of Speech, Language, and Hearing Re- search, and has published in a variety of journals, including Neuropsy- chologia, Journal of Phonetics, Journal of Experimental Child Psychology, and NeuroImage. Dr. Mody lectures widely, both nationally and interna- tionally. Her work focuses on children with dyslexia, autism, and specific language impairment. Elaine R. Silliman, PhD, is Professor of Communication Sciences and Dis- orders and Cognitive and Neural Sciences at the University of South Florida in Tampa, Florida. She is a Fellow of the American Speech–Lan- guage–Hearing Association (ASHA) and the International Academy for Re- search on Learning Disabilities. She also holds the Honors of the New York State Speech–Language–Hearing Association and the Distinguished Alumni vii Achievement Award from the Graduate Center of the City University of New York. Dr. Silliman is a past Editor of the ASHA journal Language, Speech, and Hearing Services in Schools. Her research has appeared in a wide vari- ety of journals, including Developmental Neuropsychology; Learning Dis- abilities Research and Practice; Language, Speech, and Hearing Services in Schools; and the American Journal of Speech–Language Pathology. She also is the author or coauthor of 18 chapters and a coeditor of five books. Dr. Silliman’s current research interests include the development of aca- demic language proficiency in children who are struggling with reading, writing, and spelling, including monolingual English-speaking students with social dialect variations and bilingual (Spanish–English) students. viii About the Editors Series Editor’s Note Series Editor’s Note Series Editor’s Note I am pleased to present the sixth volume in The Guilford Press series Challenges in Language and Literacy. In their introduction to this volume, coeditors Maria Mody and Elaine Silliman characterize their goal as the production of a book that “stimulate[s] new thinking about development and disorders of language and reading.” The book certainly does this; how- ever, it does much more. Like the best edited volumes, the editors ap- proached their endeavor with a clear purpose in mind, and they go beyond the simple presentation of recent work to provide a substantive contribu- tion to the field. In framing the book’s purpose, the editors argue that progress in our understanding of typical and atypical development of oral and written lan- guage has been constrained by two related factors. First, theorists have failed to incorporate into their models the wide complexity and variations that exist within and across groups of people. Second, there has been little movement beyond the standard rhetoric of nature versus nurture toward a more dynamic view of cognitive–linguistic behavior. Consequently, the edi- tors argue, “efforts to understand disorders of higher cognition, such as reading and language impairments, have become mired in oversimplistic localizationist accounts of brain–behavior relationships or theories of envi- ronmental constraints.” To build their case for a more nuanced understanding of language and literacy disorders, the editors have assembled a set of papers from promi- nent scholars that facilitates the integration of current knowledge from cog- nitive, neurolinguistic, and neuroimaging studies with analyses of differen- tial response to experiential history and variation in outcome. The “big” argument evident in the editors’ design for this book is the need to elabo- rate a theory of the dynamic interplay of experience and neurocognitive functioning in typical/atypical development. Included in this notion is the ix need to attend seriously to individual differences within the “typical” and “atypical” populations (e.g., varying developmental trajectories for late talkers) as we strive to develop a principled understanding of the dynamics involved in the development and treatment response of individuals with atypical language and literacy. The editorial team brings a strong interdisciplinary background to the present project. Both editors are prominent authorities in speech–language pathology with particular expertise in developmental language and reading disabilities. In addition, they bring rich experience in cognitive behavior and neuroscience, particularly as applied to the study of the language– reading interface. The book’s contributing authors are all recognized experts representing a range of disciplinary perspectives on language and literacy disabilities, including education, neuropsychology, developmental psychology, cognitive science, behavioral genetics, pediatrics, and speech– language pathology. Through thoughtful selection of authors and careful orchestration of the manuscript preparation process, the editors have cre- ated an unusually well-integrated edited volume. To further enhance this integration, the editors provide useful bridging introductions to the various sections, which highlight the common threads running through the chap- ters. In addition, the editors have contributed a capstone chapter of their own, which serves simultaneously as an encapsulation of major themes run- ning through the volume and as a stimulating call for future work. The present volume embodies many of the themes of the Challenges in Language and Literacy series of which it is a part. The aim of the series is to integrate interdisciplinary perspectives on language and literacy with empiri- cally based programs and practices for promoting effective learning out- comes in diverse students. The series is based on the premise that oral and written language skills are functionally intertwined in individual develop- ment. Understanding the complexity of this relationship requires the collabo- rative contributions of scholars and practitioners from multiple disciplines. The series focuses on typical and atypical language and literacy development from the preschool years to young adulthood. Its goal is to provide informa- tive, timely resources for a broad audience, including practitioners, academ- ics, and students in the fields of language science and disorders, educational psychology, general education, special education, and learning disabilities. I am confident that this book will do what we have in mind for the en- tire series, that is, stimulate the thinking and the practice of professionals devoted to the integration of work on language and literacy in myriad set- tings devoted to research and practice. The book is an important step for- ward in the integration of disciplinary perspectives on the acquisition of language and literacy. C. ADDISON STONE x Series Editor’s Note

See more

The list of books you might like

Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.