The conference was jointly organized by the Rodin Remediation Academy and the Center for the Study of Learning, Georgetown University; and was sponsored by the NICHD, NIDCD and NINDS, National Institutes of Health, as well as by the Nancy Lurie Marks Family Foundation, the Dana Alliance for Brain Initiatives, Lindamood–Bell Learning Processes, and Wilson Language Training.
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Part I: Reading and Reading Development: The Role of Language:.
1. The Development of Reading across Languages: Usha Goswami.
2. Development of Ventral Stream Representations for Single Letters: Peter E. Turkeltaub, D. Lynn Flowers, Lynn G. Lyon, and Guinevere F. Eden.
3. Neural Correlates of Nouns and Verbs in Early Bilinguals: Alice Chan, Kang–Kwong Luke, Ping Li, Geng Li, Virginia Yip, Brendan Weekes, and Li Hai Tan.
4. Logographic Kanji versus Phonographic Kana in Literacy Acquisition: How Important Are Visual and Phonological Skills?: Maki S. Koyama, John F. Stein, and Peter C. Hansen.
5. Mapping Phonological Information from Auditory to Written Modality During Foreign Vocabulary Learning: Margarita Kaushanskaya and Viorica Marian.
Part II: Language and Reading: The Role of Language Modality:.
6. Visual Skills and Cross–Modal Plasticity in Deaf Readers: Possible Implications for Acquiring Meaning from Print: Matthew W. G. Dye, Peter C. Hauser, and Daphne Bavelier.
7. Phonological Awareness and Verbal Short Term Memory in Deaf Individuals of Different Communication Backgrounds: Daniel Koo, Kelly Crain, Carol LaSasso and Guinevere F. Eden.
8. Signed Language and Human Action Processing: Evidence for Functional Constraints on the Human Mirror Neuron System: David Corina and Heather Knapp.
Part III: Learning, Skill Acquisition, Language, and Dyslexia:.
9. Neurocognitive Basis of Implicit Learning of Sequential Structure and Its Relation to Language Processing: Christopher Conway and David Pisoni.
10. Implicit Learning and Dyslexia: Vasiliki Folia, Julia Uddén, Christian Forkstam, Martin Ingvar, Peter Hagoort, and Karl Magnus Petersson.
11. Motor Sequence Learning and Developmental Dyslexia: Pierre Orban and Julien Doyon.
12. Implicit Learning in Control, Dyslexic, and Garden–Variety Poor Readers: Catherine Stoodley, Nicola Ray, Anthea Jack, and John Stein.
13. Two Forms of Implicit Learning in Young Adults with Dyslexia: Ilana Bennett, Jennifer Romano, James Howard, Jr., and Darlene Howard.
14. Impaired Serial Visual Search in Children with Developmental Dyslexia: Ruxandra Sireteanu, Claudia Goebel, Ralf Goertz, Ingeborg Werner, Magdalena Nalewajko, and Aylin Thiel.
15. Structural Correlates of Implicit Learning Deficits in Subjects with Developmental Dyslexia: Deny Menghini, Gisela Hagberg, Laura Petrosini, Marco Bozzali, Emiliano Macaluso, Carlo Caltagirone, and Stefano Vicari.
16. Cerebellar Volume and Cerebellar Metabolic Characteristics in Adults with Dyslexia: Suzanna Laycock, Iain Wilkinson, Lauren Wallis, Gail Darwent, Sarah Wonders, Angela Fawcett, Paul Griffiths, and Roderick Nicolson.
17. A Meta–analysis of Functional Neuroimaging Studies of Dyslexia: Jose Maisog, Erin Einbinder, Lynn Flowers, Peter Turkeltaub, and Guinevere Eden.
Part IV: Speech, Communication, and Attention: Lessons from Other Disorders:.
18. Impact of Cerebellar Lesions on Reading and Phonological Processing: Gal Ben–Yehudah and Julie Fiez.
19. Morphosyntax and Phonological Awareness in Children with Speech Sound Disorders: Jennifer Mortimer and Susan Rvachew.
20. Brain Mechanisms for Social Perception: Lessons from Autism and Typical Development: Kevin Pelphrey and Elizabeth Carter.
21. From Loci to Networks and Back Again: Anomalies in the Study of Autism: Ralph–Axel Müller.
22. ADHD and Developmental Dyslexia: Two Pathways Leading to Impaired Learning: Guinevere Eden and Chandan Vaidya.
Index of Contributors.