How the origins of the reading brain instruct our knowledge of reading intervention

Maryanne Wolf; Stephanie Gottwald; Wendy Galante; Elizabeth Norton; Lynne Miller

doi:10.4324/9780203838006

How the origins of the reading brain instruct our knowledge of reading intervention

Maryanne Wolf^*, Stephanie Gottwald, Wendy Galante, Elizabeth Norton, Lynne Miller

^*Corresponding author for this work

Communication Sciences and Disorders

Research output: Chapter in Book/Report/Conference proceeding › Chapter

2 Scopus citations

Original language	English (US)
Title of host publication	How Children Learn to Read
Subtitle of host publication	Current Issues and New Directions in the Integration of Cognition, Neurobiology and Genetics of Reading and Dyslexia Research and Practice
Publisher	Taylor and Francis
Pages	289-299
Number of pages	11
ISBN (Print)	9780203838006
DOIs	https://doi.org/10.4324/9780203838006
State	Published - Jan 1 2011

ASJC Scopus subject areas

General Psychology

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10.4324/9780203838006

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Wolf, M., Gottwald, S., Galante, W., Norton, E., & Miller, L. (2011). How the origins of the reading brain instruct our knowledge of reading intervention. In How Children Learn to Read: Current Issues and New Directions in the Integration of Cognition, Neurobiology and Genetics of Reading and Dyslexia Research and Practice (pp. 289-299). Taylor and Francis. https://doi.org/10.4324/9780203838006

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Wolf, M, Gottwald, S, Galante, W, Norton, E & Miller, L 2011, How the origins of the reading brain instruct our knowledge of reading intervention. in How Children Learn to Read: Current Issues and New Directions in the Integration of Cognition, Neurobiology and Genetics of Reading and Dyslexia Research and Practice. Taylor and Francis, pp. 289-299. https://doi.org/10.4324/9780203838006

How the origins of the reading brain instruct our knowledge of reading intervention. / Wolf, Maryanne; Gottwald, Stephanie; Galante, Wendy et al.
How Children Learn to Read: Current Issues and New Directions in the Integration of Cognition, Neurobiology and Genetics of Reading and Dyslexia Research and Practice. Taylor and Francis, 2011. p. 289-299.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

TY - CHAP

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AU - Galante, Wendy

AU - Norton, Elizabeth

AU - Miller, Lynne

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Wolf M, Gottwald S, Galante W, Norton E, Miller L. How the origins of the reading brain instruct our knowledge of reading intervention. In How Children Learn to Read: Current Issues and New Directions in the Integration of Cognition, Neurobiology and Genetics of Reading and Dyslexia Research and Practice. Taylor and Francis. 2011. p. 289-299 doi: 10.4324/9780203838006

How the origins of the reading brain instruct our knowledge of reading intervention

ASJC Scopus subject areas

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