Reading, Writing and Dyslexia (Classic Edition)

Rezensionen / Stimmen

Andrew Ellis's landmark text on Reading, Writing and Dyslexia brought together in one volume what was known about skilled reading and how this was informing the study of both acquired and developmental dyslexia. He did all of this with superb clarity, making the book an accessible introduction to the theoretical frameworks which would guide subsequent research in the field of reading and its development. While understanding in some areas has moved on, this book remains one of the few to address not only reading but also the neglected skills of spelling and writing; and Ellis recognised long before others were espousing it, that developmental dyslexia is not a 'diagnosis' but a dimensional disorder with no clear cut-off from normal reading. - Maggie Snowling, University of Oxford, UK

Andy Ellis is one of my favourite textbook authors. Certainly for cognitive neuropsychology there are no better introductions. Ellis digests thousands of research papers and distils a coherent and correct story from them, which he describes in such simple terms that every student easily understands the subject matter. Rereading the book after 20 years shows just how spot on and advanced he was. This is still the most authoritative introduction to the ground-breaking neuropsychological findings that defined research on reading, writing, and their disorders. The ideal textbook to start with and to discuss the advances that have been made in past two decades. - Marc Brysbaert, Department of Experimental Psychology, Ghent University, Belgium

This is an excellent choice for the Classic Editions Series. Reading, Writing and Dyslexia is a superb introduction to basic concepts in the understanding of reading, spelling and their disorders, and provides a clear illustration of how powerful the cognitive neuropsychological approach can be. It is also rare to find coverage of both acquired and developmental disorders of reading and writing within one book. - Anne Castles, Department of Cognitive Science, Macquarie University, Australia Andrew Ellis's landmark text on reading, writing and dyslexia brought together in one volume what was known about skilled reading and how this was informing the study of both acquired and developmental dyslexia. He did all of this with superb clarity, making the book an accessible introduction to the theoretical frameworks which would guide subsequent research in the field of reading and its development. While understanding in some areas has moved on, this book remains one of the few to address not only reading but also the neglected skills of spelling and writing; and Ellis recognised long before others were espousing it, that developmental dyslexia is not a 'diagnosis' but a dimensional disorder with no clear cut-off from normal reading. - Maggie Snowling, University of Oxford, UK

Andy Ellis is one of my favourite textbook authors. Certainly for cognitive neuropsychology there are no better introductions. Ellis digests thousands of research papers and distils a coherent and correct story from them, which he describes in such simple terms that every student easily understands the subject matter. Rereading the book after 20 years shows just how spot on and advanced he was. This is still the most authoritative introduction to the ground-breaking neuropsychological findings that defined research on reading, writing, and their disorders. The ideal textbook to start with and to discuss the advances that have been made in past two decades. - Marc Brysbaert, Department of Experimental Psychology, Ghent University, Belgium

This is an excellent choice for the Classic Editions Series. Reading, Writing and Dyslexia is a superb introduction to basic concepts in the understanding of reading, spelling and their disorders, and provides a clear illustration of how powerful the cognitive neuropsychological approach can be. It is also rare to find coverage of both acquired and developmental disorders of reading and writing within one book. - Anne Castles, Department of Cognitive Science, Macquarie University, Australia