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This text offers a step-by-step guide to creating a dyslexia-friendly classroom and whole-school environment.

Dyslexia. --- Dyslexic children --- Education --- Education (Elementary) --- Parent participation. --- Dyslexia --- Parent participation

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One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and finally, what the future holds for relating mind, brain and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students.

Dyslexia --- Reading disability --- Reading disability. --- Reading --- physiopathology. --- psychology. --- therapy. --- Pathophysiology. --- Physiological aspects. --- Health Sciences --- Psychiatry & Psychology --- Reading disabilities --- Reading retardation --- Retarded readers --- Learning disabilities

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"Les Neurones de la lecture" s’ouvre sur une énigme : comment notre cerveau de primate apprend-il à lire ? Comment cette invention culturelle, trop récente pour avoir influencé notre évolution, trouve-t-elle sa place dans notre cortex ?Voici qu’émerge une nouvelle science de la lecture. Tandis que l’imagerie cérébrale en révèle les circuits corticaux, la psychologie en dissèque les mécanismes. Ces résultats inédits conduisent à une hypothèse scientifique nouvelle. Au cours de l’acquisition de la lecture, nos circuits neuronaux, conçus pour la reconnaissance des objets, doivent se recycler pour déchiffrer l’écriture – une reconversion lente, partielle, difficile, qui explique les échecs des enfants et suggère de nouvelles pistes pédagogiques.Qu’est-ce que la dyslexie ? Certaines méthodes d’enseignement de la lecture sont-elles meilleures que d’autres ? Pourquoi la méthode globale est-elle incompatible avec l’architecture de notre cerveau ? Utilise-t-on les mêmes aires cérébrales pour lire le français, le chinois ou l’hébreu ? La lecture subliminale existe-t-elle ? Autant de questions auxquelles Stanislas Dehaene, spécialiste de la psychologie et de l’imagerie cérébrale, apporte l’éclairage des avancées les plus récentes des neurosciences.

Reading --- Pasychological aspects --- Word recognition --- Lecture --- Dyslexia --- Dyslexie --- Cognitive neuroscience --- Neurosciences cognitives --- Physiological aspects --- Aspect physiologique --- 028 --- 159.946.4 --- 612.822 --- Lezen. Lectuur --- Grafische uitdrukkingen. Lezen. Schrijven. Schilderen. Tekenen --- Neurons (nerve cells) in general. Nerve centres --- 612.822 Neurons (nerve cells) in general. Nerve centres --- 159.946.4 Grafische uitdrukkingen. Lezen. Schrijven. Schilderen. Tekenen --- 028 Lezen. Lectuur --- Reading comprehension --- Compréhension de la lecture --- Mots, Reconnaissance des --- Psychological aspects --- Aspect psychologique --- Compréhension de la lecture --- Psychological aspects. --- Developmental dyslexia --- Word-blindness, Partial --- Language disorders --- Reading disability --- Alexia --- Cognitive neuropsychology --- Cognitive science --- Neuropsychology --- 410 --- psychologie --- neurologie --- lecture --- Reading - Physiological aspects --- Lecture - Aspect physiologique --- Cerveau --- Processus cognitif --- apprentissage --- Neurosciences cognitives. --- Neurosciences. --- Aspect cognitif. --- Reconnaissance des mots. --- Reading comprehension. --- Reading disability. --- Word recognition. --- Difficultés.