Table of Contents
Table of Contents
Preface
Chapter 1. Dyslexia: From Definition and Neurobiological Basis to Neurophysiology and Central Auditory Processes
Yolanda Peñaloza-López, Paulina C. Murphy-Ruiz and Adrián Poblano (Laboratory of Central Auditory Processes Alterations, National Institute of Rehabilitation, Mexico City, Mexico)
Chapter 2. Social Aspects of Dyslexia: A Case of Transparent Orthography
Jiri Jost, Helena Havlisova, Iva Mrkvickova, Zuzana Bilkova, and Tomas Mrkvicka (University of South Bohemia, Faculty of Education, Department of Psychology, Ceske Budejovice, Czech Republic, and others)
Chapter 3. Understanding Dyslexia from an Educological Perspective
Arnold Chee Keong Chua (SPD Early Intervention Programme for Infants and Children, Singapore)
Chapter 4. The Views of Parents of Pupils with Dyslexia on their Collaboration with Teachers: An Ethnographic Case Study
Maria Rontou (EFL teacher in Korinthia, Associate at University of Athens e-learning programme, Greece)
Chapter 5. Parents and Teachers Opinion about Learning Skills: Comparison between Brazilian and Italian Dyslexic’s Students
Simone Aparecida Capellini, Catia Giaconi and Giseli Donadon Germano (Investigation Learning Disabilities Laboratory at the Speech and Hearing Sciences Department – São Paulo State University “Júlio de Mesquita Filho” – UNESP – Marília – São Paulo – Brazil, and others)
Chapter 6. Dyslexia and Multilingual Learners: Assessment and Interventions
Tilly Mortimore and Mim Hutchings (Bath Spa University, England)
Chapter 7. Investigation of the Subtypes of Developmental Dyslexia in Brazilian’s Children
Giseli Donadon Germano, Gabriela Franco dos Santos Liporaci and Simone Aparecida Capellini (Investigation Learning Disabilities Laboratory at the Speech and Hearing Sciences Department – São Paulo State University “Júlio de Mesquita Filho” – UNESP – Marília- São Paulo – Brazil)
Chapter 8. Dyslexia: New Assessment Trends and Challenges for the Future
Débora Areces, Trinidad García, Stephen Loew, Marisol Cueli, Paloma González-Castro, and Celestino Rodríguez (University of Oviedo, Oviedo, Spain, and others)
Chapter 9. Selecting Participants for Dyslexia Studies: Complexities and Challenges
João Lopes, Cristina Gomes, Célia Oliveira, and Julian Elliott (University of Minho, Portugal, and others)
Chapter 10. Children’s Literature as a Resource Tool to meet the Psychosocial-Emotional Needs of Children with Dyslexia
Chiew Hong Ng, Noel Kok Hwee Chia and Patricia Mui Hoon Ng (National Institute of Education, Nanyang Technological University, Singapore, and others)
Chapter 11. Diagnostic Interventions by Operationalizing the Definition of Dyslexia
Noel Kok Hwee Chia (National Institute of Education, Nanyang Technological University, Singapore)
Chapter 12. Neuropsychological Rehabilitation as Part of Treatment for Developmental Dyslexia
Ricardo Franco de Lima and Sylvia Maria Ciasca (Department of Neurology, State University of Campinas (UNICAMP), Campinas, Brazil)
Chapter 13. Integration of Proprioceptive Signals, Postural Control and Dyslexia
P. Quercia and L. J. Feiss (Department of Ophthalmology, University Hospital, Dijon, France, and others)
Chapter 14. A Few Remarks on Magnocellular Responses and Brief Stimuli
Bernt Christian Skottun (Ullevaalsalleen, Oslo, Norway)
Chapter 15. Expert Commentary Dyslexia in Adulthood: Socio emotional Challenges and the Importance of Resilience
Melody M. Terras (School of Media, Culture and Society, University of the West of Scotland, Paisley, UK)
Related Nova Publications
Index
