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Illiteracy: The neuropsychology of cognition without reading

This literature review records that learning to read reinforces and modifies certain fundamental abilities, such as verbal and visual memory, phonological awareness, and visuospatial and visuomotor skills and that that literacy and education influence the pathways used by the brain for problem-solving. It includes an interesting finding that learning to read in adulthood is a process supported by different brain structures from the ones used when learning occurs at the usual age in childhood.
Author(s): Ardila, A., Bertolucci, P.H., Lucia W. Braga, L.W., Castro-Caldas, A., Judd, T., Mary H., Kosmidis, M.H., Matute, E., Nitrini, R., Ostrosky-Solis, F. and Rosselli, M

References

Ardila, A., Bertolucci, P.H., Lucia W. Braga, L.W., Castro-Caldas, A., Judd, T., Mary H., Kosmidis, M.H., Matute, E., Nitrini, R., Ostrosky-Solis, F. and Rosselli, M. 2010. Illiteracy: The neuropsychology of cognition without reading. Archives of Clinical Neuropsychology, Volume 25, pp. 689-712 


Ardila et al 2010.pdf - 297 KB

 
   
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