Neuropsychology of Language, Reading and Spelling

1st Edition - December 28, 1982
Editor: Ursula Kirk
Language: English
eBook ISBN:
9 7 8 - 0 - 3 2 3 - 1 5 6 6 8 - 4

Neuropsychology of Language, Reading, and Spelling explores the many neural systems and subsystems that contribute to the production and comprehension of oral and written language.… Read more

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Neuropsychology of Language, Reading, and Spelling explores the many neural systems and subsystems that contribute to the production and comprehension of oral and written language. This book is organized into five parts encompassing 12 chapters that emerged from the 1980 International Conference on the Neuropsychology of Language, Reading, and Spelling, sponsored by the Program in Neurosciences and Education at Teachers College, Columbia University. This conference highlights the neurological and behavioral interrelatedness of language, reading, and spelling.

After briefly dealing with the cognitive and language development, as well as learning to read and to spell as instances of acquiring skill, this book goes on discussing the activity of the learner in the development skill, the influence of interacting forces in the developing nervous systems, and the role of peripheral mechanisms in the development of speech and language. A chapter examines the central integrative mechanisms, specifically the electrophysiological research with infants on the dependence of language perception on multidimensional, complexes processes, and not solely as a left- or right-hemisphere task. This chapter also provides evidence of discrete localization of language processes within the dominant hemisphere at both cortical and subcortical levels. The final four chapters are devoted to an analysis of developmental disorders from the varied perspectives of neurology, linguistics, neuropsychology, and education.

This book will be of value to neuropsychologists and developmental biologists.

Contributors

Preface

I. Neurodevelopmental Factors

1 Introduction: Toward an Understanding of the Neuropsychology of Language, Reading, and Spelling

Cognition, Problem Solving, and Acquiring Skill

Cognition, Language, and Acquiring Skill

Brain-Behavior Relationships

Conclusion

References

2 Learning for Language and Language for Learning

What Reading Requires

Neuropsychological Implications

References

3 Development of the Cerebral Mechanisms for Language

Fundamental Principles

Mechanisms for Language

Active Coordination of Language in the Left Hemisphere of Commissurotomy Patients

Prenatal Growth of the Hemispheres 55

The Newborn Brain and Development in Infancy and Childhood

Development of Cortical Language Zones

Infants Perception of Persons and the Primary Motives for Communication

Conclusions

References

II Peripheral Mechanisms

4 Getting Ready to Talk: The Infant's Acquisition of Motor Capability for Speech

Producing the Speech Signal

Requirements for Speech

Conclusion

References

5 Perceptual Prerequisites for Language Development

Preliminary Investigations

Further Investigations of Speech Perception

Conclusion

References

III Central Mechanisms

6 Neural Mechanisms Underlying the Processing of Speech Information in Infants and Adults: Suggestion of Differences in Development and Structure from Electrophysiological Research

Voicing Contrasts

Place of Articulation Contrasts

Developmental Issues

References

7 Interrelationships in the Brain Organization of Language-Related Behaviors: Evidence from Electrical Stimulation Mapping

Lesion Studies: A Critique

New Techniques

Electrical Stimulation Mapping

Electrical Stimulation Mapping: Results

Interrelationship between Cortical and Thalamic Language Mechanisms

Language Processes in the Nondominant Hemisphere

Conclusions

References

IV Developmental Disorders

8 Developmental Language Disorders: Nosologic Considerations

Why a Nosology of DLD?

Previous Attempts at Classification

Brain-Behavior Relationships

Developmental Language Disorders: Syndromes

Pathological Delay and "Recovery" of Language Function

Conclusions

References

9 The Developmentally Dyslexic Brain and the Written Language Skills of Children with One Hemisphere

Behavioral Operations in Learning to Read

The Behavioral Manifestations of Developmental Dyslexia

Neural Operations in Developmental Dyslexia

Learning to Read with Half a Brain: Which Operations Does Each Hemisphere Acquire?

Discussion

Reference Notes

References

10 Reading and Spelling Disabilities: A Developmental Neuropsychological Perspective

Studies of Children with Undifferentiated Learning Disabilities

Studies of Children with Reading Disabilities

Studies of Children with Spelling Disabilities

Conclusions

Reference Notes

References

11 The Organization of Visual, Phonological, and Motor Strategies in Learning to Read and to Spell

The Dilemma

Independence of Reading and Spelling in Backward and Normal Readers

Visual Factors in Reading and Spelling

Auditory Factors in Reading and Spelling

Writing and Spelling

Copying and the Backward Reader

Conclusions

References

V Conclusion

12 Language and the Brain: Implications for Education

Subject Index