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Titolo:
Imaging brain structure in children: Differentiating language disability and reading disability
Autore:
Leonard, CM;
Indirizzi:
Univ Florida, McKnight Brain Inst, Gainesville, FL 32610 USA Univ FloridaGainesville FL USA 32610 ain Inst, Gainesville, FL 32610 USA
Titolo Testata:
LEARNING DISABILITY QUARTERLY
fascicolo: 3, volume: 24, anno: 2001,
pagine: 158 - 176
SICI:
0731-9487(200122)24:3<158:IBSICD>2.0.ZU;2-1
Fonte:
ISI
Lingua:
ENG
Soggetto:
PLANUM TEMPORALE ASYMMETRY; DEVELOPMENTAL DYSLEXIA; SYLVIAN FISSURE; HUMAN NEOCORTEX; IN-VIVO; MORPHOLOGY; CORTEX; HANDEDNESS; MRI; REGION;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
71
Recensione:
Indirizzi per estratti:
Indirizzo: Leonard, CM Univ Florida, McKnight Brain Inst, POB 100244, Gainesville, FL32610 USA Univ Florida POB 100244 Gainesville FL USA 32610 FL 32610 USA
Citazione:
C.M. Leonard, "Imaging brain structure in children: Differentiating language disability and reading disability", LEARN DISAB, 24(3), 2001, pp. 158-176

Abstract

Children's approach to print differs. Some plunge in, others read slowly and without pleasure. After a century of study, we still do not know why these differences occur. Is reading disability (RD) a neurological disorder? How do the brains of children with RD differ? How does early linguistic experience change the brain? Evidence is presented here showing that consistentthreads are beginning to emerge from reading and imaging research that treats RD as a heterogeneous condition. When disabled readers with oral language deficits are separated from those with no oral language deficits, modernimaging studies reveal differences in brain structures that have implications for diagnosis and educational practice.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 23/01/20 alle ore 18:20:23