Table of Contents
Table of Contents
Introduction pp.i-xi
Part One. To See is not Enough for Reading: State of the Art pp.1-2
Chapter I. A Worldwide Problem pp.3-8
Chapter II. Historical Background and Morphofunctional Studies pp.9-18
Chapter III. Hormonal and Antigenic Factors pp.19-22
Chapter IV. Inheritance pp.23-28
Chapter V. The Revival of the Visuoperceptive Hypothesis pp.29-36
Chapter VI. Contrast Sensitivity and Dyslexia pp.37-48
Chapter VII. Motion Perception and Dyslexia pp.49-56
Chapter VIII. Visual Persistence and Dyslexia pp.57-60
Chapter IX. The Theory of the Deficit of the Magnocellular System: Lights and Shadows pp.61-72
Chapter X. Eye Movements and Dyslexia pp.73-102
Chapter XI. Visual Attention and Dyslexia pp.103-120
Chapter XII. The Theory of the Deficit of the Temporal Rate Processing
pp.121-132
Chapter XIII. Dyslexia and Crowding pp.133-158
Chapter XIV. One or More Dyslexias? pp.159-170
Chapter XV. Visual Rehabilitation: State of the Art and Controversies
pp.171-194
Part Two. Reading with their Eyes: A Phenomenological Approach
pp.195-196
Chapter XVI. Prelude to the Perceptive Shrinking pp.197-204
Chapter XVII. Spatial Relationship Perception and the Eidomorphometry
pp.205-216
Chapter XVIII. Spatial Relationship Perception in Dyslexia pp.217-226
Chapter XIX. Does Vertical Anisotropy Lead to a Perceptual Distortion of the Characters? pp.227-232
Chapter XX. Dialectical Suggestions pp.233-242
Chapter XXI. Advancing a Visuoperceptive-Based Classification of Developmental Dyslexia pp.243-258
Chapter XXII. Rehabilitating Spatial Relationship Perceptions. Avant-gardes and Working Hypotheses pp.259-262
Conclusion pp.263-270
References pp.271-274
Epilogue pp.275-276
Appendices pp.277-322
Index pp.323-333