Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education
While language defines humanity, literacy defines civilization. Understandably, illiteracy or difficulties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the figure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become difficult to integrate this abundance of information into a coherent body because of the artificial barriers that exist among different professional specialties.
The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties.
Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills.
Book proposals for this series may be submitted to the Publishing Editor: Jolanda Voogd; Springer; Van Godewijckstraat 30; 3300 AA Dordrecht; The Netherlands;
14 Volumes from 2008 – 2018Browse All Volumes