Dyslexia, fluency, and the brain Book

	Preface: Seven Dimensions of Time	ix
	Acknowledgments	xxi
Section I	The Nature and Extent of Time-Realted Deficits in Developmental Dyslexia
	The Neurobiology of Reading Difficulties	3
	Speed and Temporal Processing in Dyslexia	23
	Exploration of the Basis for Rapid Naming's Relationship to Reading	41
	The Relationship of Naming Speed to Multiple Reading Measures in Disabled and Normal Readers	65
	Is the Reading-rate Problem of German Dyslexic Children Caused by Slow Visual Processes?	93
	Aberrations in Timing in Children with Impaired Reading: Cause, Effect or Correlate?	103
Section II	The Hypothesized Sources of Time-Related Deficits: Neuronal, Structural, and Genetic Levels
	Animal Models of Developmental Dyslexia: Is There a Link Between Neocortical Malformations and Defects in Fast Auditory Processing?	129
	Dyslexia, Learning and the Cerebellum	159
	The Cerebellum, Timing, and Language: Implications for the Study of Dyslexia	189
	A Structural Basis for Developmental Dyslexia: Evidence From Diffusion Tensor Imaging	213
	On the Functional Neuroanatomy of Fluency or Why Walking is Just as Important to Reading as Talking Is	235
	The Determinants of Reading Fluency: A Comparison of Dyslexic and Average Readers	245
	Genetic and Environmental Influences on Reading and RAN: An Overview of Results from the Colorado Twin Study	277
Section III	Implications for Intervention
	The Use of Fluency-based Measures in Early Identification and Evaluation of Intervention Efficacy in Schools	307
	Principles of Fluency Instruction in Reading: Relationships With Established Empirical Outcomes	333
	Moving the Bottom: Improving Reading Fluency	357
	Coda
	Processes Underlying Timing and Fluency of Reading: Efficiency, Automaticity, Coordination, and Morphological Awareness	383
	Index	415