1st Edition

Dyslexia, Reading and the Brain A Sourcebook of Psychological and Biological Research

By Alan Beaton Copyright 2004
    364 Pages
    by Psychology Press

    364 Pages
    by Psychology Press

    Despite the wealth of literature available on the subject of dyslexia, there is little that explores the subject beyond a single theoretical framework. The need for a comprehensive review of the literature by both researchers and practitioners from different fields and theoretical backgrounds is the central motivation behind Dyslexia, Reading and the Brain. By combining the existing fragmented and one-sided accounts, Alan Beaton has created a sourcebook that provides the much-needed basis for a more integrated and holistic approach to dyslexia.The book is divided into two sections: the first, The Cognitive Context, outlines the theoretical context of normal reading development and introduces the role of phonological awareness and the relation between dyslexia and IQ. Section two, The Biological Context, provides an explanation of the genetic background as well as exploring hormonal theories and the visual aspects of dyslexia.

    By including both historical theories and some of the most recent developments, Dyslexia, Reading and the Brain succeeds in presenting the reader with a balanced and unbiased overview of the current thinking and achieves a unique breadth and depth of coverage. The comprehensive coverage and impartial approach mean that this sourcebook will prove an invaluable resource for anyone involved in study, research or practice in the fields of reading and dyslexia.

    Part 1: The Cognitive Context. What is Dyslexia? Theoretical Context of Normal Reading Development. The Development of Reading: The Role of Phonological Awareness. Phonological Awareness and Dyslexia. The General Language Context. Auditory Perception, the Temporal Processing Deficit Hypothesis and Motor Skills. Part 2: The Biological Context. The Genetic Background. Laterality, Dyslexia and Hormones. Neuro-anatomic Aspects of Dyslexia. Functional Brain Imaging and Reading. Visual Aspects of Dyslexia. The Magnocellular Deficit Hypothesis. Concluding Comments.


    Alan A. Beaton is a Senior Lecturer at the Department of Psychology, University of Wales, Swansea.

    '[Beaton's] account of dyslexia in its historical and theoretical framework without a particular bias towards one single interpretation. ... What emerges is a balanced overview of current thinking and empirical evidence informing our knowledge of dyslexia, which is achieved within an extremely brioad-ranging and detailed account.

    The sourcebook, an ambitious title it can well claim, is extensive in scope. It begins with an excellent historical overview of the concept of dyslexia, demonstrating that inconsistency in the use of terminology relating to reading disability and disorder is not new.

    This is ...  an extremely comprehensive resource for anyone wishing to expand their knowledge in this area and indeed as an introductory text on dyslexia it provides a uniquely unbiased overview of the state of knowledge. The 62 page reference section alone is an invaluable resource for students, teachers and practitioners in this field' - Fiona Lyddy, in The Irish Psychologist, Dec. 2005. 

    'This is an excellent book. The depth of detail, the broad range of research covered and the author's summaries of current viewpoints should be useful to the novice and expert alike. The book should be highly recommendable to those researching in the area of dyslexia and reading, but also to the student taking courses in these and related topics.' - John Everatt, University of Surrey, UK

    'Dyslexia, Reading and the Brain is a must read for academics and non-academics. Beaton successfully attempts to address a broad area of cognitive and biological aspects in relation to dyslexia and reading. ... This thought-provoking book is a good reference for those individuals who are in the field of dyslexia or those who express and interest. Beaton concludes his book by offering insightful ways of how dyslexia should be researched in the future.' - Esther Efemini, in Dyslexia Review, Spring 2005.