Difficulties with reading and writing are not confined to English-speaking countries. The aim of this book is to provide a reference for researchers, practitioners and policy makers. It brings together professionals from across the world who have experience in teaching individuals with dyslexia.

An examination of how we use the term 'dyslexia' and how this may undermine aid for struggling readers.

The first truly systematic, multi-disciplinary, and cross-linguistic study of the language and writing system factors affecting the emergence of dyslexia.

In this accessibly written book, Linda Siegel challenges the use of complex and time-consuming testing that is currently used to diagnose learning disabilities. In their place, she outlines simple and pragmatic techniques for testing for disabilities in reading, mathematics, spelling, and writing.

The Linguistic Cerebellum provides a comprehensive analysis of this unique part of the brain that has the most number of neurons, each operating in distinct networks to perform diverse functions. This book outlines how those distinct networks operate in relation to non-motor language skills. Coverage includes cerebellar anatomy and function in relation to speech perception, speech planning, verbal fluency, grammar processing, and reading and writing, along with a discussion of language disorders. - Discusses the neurobiology of cerebellar language functions, encompassing both normal language function and language disorders - Includes speech perception, processing, and planning - Contains cerebellar function in reading and writing - Explores how language networks give insight to function elsewhere in the brain

Although the dominant view of dyslexia is that it is caused by linguistic/phonological weakness, recent research within neuroscience has shown that it is associated with visual processing problems as well. This book brings together research from neurology, neuroscience, and the vision sciences to present a cutting edge review of this topic.

In this volume a group of well-known experts of the field cover topics ranging from basic visual and auditory information processing to higher order cognition in reading and dyslexia, from basic research to remediation approaches and from well-established theories to new hypotheses about reading acquisition and causes for its failure. Reading is one of the most intriguing feats human evolution ever came up with. There is no evolutionary basis for reading as such; reading is secondary to language and the result of a complex skill acquisition at the end of which almost all pre-existing cognitive functions are mobilized. With the right instruction and practice most people learn this skill smoothly. Some, however, have problems, despite same opportunities and general cognitive abilities. This developmental dyslexia results from a neuro developmental disorder leading to deficits in reading relevant information processing. But what deficits are these, and can they be trained?