Alternative Approaches for Analyzing Reading and Writing Failure

Klein, Raymond M.
McMullen, Eds. Patricia A.
Wagner, Richard K.

RAYMOND M. KLEIN and PATRICIA A. McMULLEN, Department of Psychology, Dalhousie University, Halifax, Nova Scotia, Canada.
RICHARD K. WAGNER, Department of Psychology, Florida State University, 315A Psychology Building, Tallahassee, Florida 32306-1270. E-mail: [email protected]

PsycCRITIQUES 47(3):p 257-259, June 2002. | DOI: 10.1037/001112

Originally published in Contemporary Psychology: APA Review of Books, 2002, Vol 47(3), 257–259. The reviewer notes that many reading-relevant topics are considered in Converging Methods for Understanding Reading and Dyslexia. Reading is at the top of the list of cognitive tasks that are imaged by cognitive neuroscientists and modeled by computer scientists. Because so many smart people have studied reading for so long, their legacy, which is comparatively rich in the sophistication of experimental methodology and the sheer number of findings, provides a fertile proving ground for development even today. This book had a huge breadth of coverage, including topics such as: “normal” adult reading, the development of reading, developmental dyslexia, acquired dyslexia, interventions to prevent and remediate dyslexia, and the genetic bases of reading. Methodological topics include brain imaging and computational modeling as well as more traditional cognitive experiments. (PsycINFO Database Record (c) 2006 APA, all rights reserved)