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Written Language Disorders

  • R. Malatesha Joshi

Part of the Neuropsychology and Cognition book series (NPCO, volume 2)

Table of contents

  1. Front Matter
    Pages i-ix
  2. Beverly D. K. Maul, Linnea C. Ehri
    Pages 25-42
  3. Yvan Lebrun, Luc de Vreese
    Pages 105-126
  4. Yvan Lebrun, Francoise Devreux, Chantal Leleux
    Pages 127-142
  5. J. Rispens, I. A. van Berckelaer
    Pages 143-163
  6. Philip A. Luelsdorff, E. Ann Eyland
    Pages 165-190
  7. Back Matter
    Pages 191-197

About this book

Introduction

Although anecdotal reports of loss of once-acquired reading ability was noticed in the individuals who had sustained brain damage as early as the year AD. 30, systematic enquires of alexia were not undertaken until the latter part of the nineteenth century. The two anatomo-pathological studies carried out by Dejerine in 1891 and 1892 mark the beginning of scholarly investigation of reading failure. Interestingly, the study of de­ velopmental reading disability also began to receive attention at about the same time when Pringle Morgan described the case of a 14-year-old boy who had great difficulty in reading and writing. Since then sporadic reports of developmental reading-writing failure began to appear in medi­ cal and educational journals even though such investigation went on at an unhurried pace. In the past two decades, however, the situation has changed enormously and hundreds of articles that have investigated developmental and acquired cognitive disabilities have been published. Disorders of spoken language and written language are two areas that have been extensively addressed by these articles. Those who study disorders of language come from a wide variety of backgrounds and their reports are also published in a variety of journals. The purpose of the present volume is to bring some important research findings of written language disorders together and present them in a coherent format. In Chapter 1, Joshi and Aaron challenge the validity of the notion of the putative "poor speller but good reader'.

Keywords

ETA development dyslexia knowledge language memory

Editors and affiliations

  • R. Malatesha Joshi
    • 1
  1. 1.Oklahoma State UniversityUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-011-3732-4
  • Copyright Information Kluwer Academic Publishers 1991
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-94-010-5659-5
  • Online ISBN 978-94-011-3732-4
  • Series Print ISSN 0927-0116
  • Buy this book on publisher's site