The ability to communicate with written language is critical for success in school and in the workplace. Unfortunately, many children suffer from developmental dysgraphia-impairment in acquiring spelling or handwriting skills-and this form of impairment has received relatively little attention from researchers and educators. This volume brings together, for the first time, theoretically grounded and methodologically rigorous research on developmental dysgraphia, presented alongside reviews of the typical development of spelling and writing skills. Leading experts on writing and dysgraphia shed light on different types of impairments that can affect the learning of spelling and writing skills, and provide insights into the typical development of these skills. The volume, which contributes both to the basic science of literacy and to the applied science of diagnosing and treating developmental dysgraphia, should interest researchers, educators, and clinicians. This book was originally published as a special issue of Cognitive Neuropsychology.

Cognitive neuropsychological research studies of people with cognitive deficits have typically been directed either at investigating methods of intervention, or at furthering our understanding of normal and impaired cognition. This book reports on research that combines these goals, using studies that use intervention as a 'tool' for investigating hypotheses about the functioning of the human cognitive system. The introductory chapter discusses some of the unique and more general difficulties that this approach faces, while the five reports describe intervention studies with children and adults with cognitive impairments - studies which investigate current theories of cognition. The studies demonstrate that the use of intervention to study cognition is a promising and valuable methodology. Aiming to promote wider use of these combined methods, this book makes it clear that while the approach faces various methodological and interpretative challenges, it has the advantage of providing advances on issues of theory while, at the same time providing treatment to participants, and bringing together what have been largely separate research traditions. This book was originally published as a special issue of Cognitive Neuropsychology.

Contents:
P.M. Beeson, S.Z. Rapcsak, E. Plante, J. Chargualaf, A. Chug, S.C. Johnson, T.P. Trouard, The Neural Substrates of Writing: A Functional Magnetic Resonance Imaging Study. M.-J. Tainturier, B. Rapp, Is a Common Graphemic Buffer Used in Reading and Spelling? N.S. Clausen, P.M. Beeson, Conversational Use of Writing in Severe Aphasia: A Group Treatment Approach. S. Reich, T.-L. Chou, K. Patterson, Acquired Dysgraphia in Chinese: Further Evidence on the Links between Phonology and Orthography. B. Weekes, R. Davies, B. Parris, G. Robinson, Age of Acquisition Effects on Spelling in Surface Dysgraphia. A.M. Raymer, C. Cudworth, M.A. Haley, Spelling Treatment for an Individual with Dysgraphia: Analysis of Generalization to Untrained Words. K. Nakamura, S. Kouider, Functional Neuroanatomy of Japanese Writing Systems.

Cognitive neuropsychological research studies of people with cognitive deficits have typically been directed either at investigating methods of intervention, or at furthering our understanding of normal and impaired cognition. This book reports on research that combines these goals, using studies that use intervention as a 'tool' for investigating hypotheses about the functioning of the human cognitive system. The introductory chapter discusses some of the unique and more general difficulties that this approach faces, while the five reports describe intervention studies with children and adults with cognitive impairments - studies which investigate current theories of cognition. The studies demonstrate that the use of intervention to study cognition is a promising and valuable methodology. Aiming to promote wider use of these combined methods, this book makes it clear that while the approach faces various methodological and interpretative challenges, it has the advantage of providing advances on issues of theory while, at the same time providing treatment to participants, and bringing together what have been largely separate research traditions. This book was originally published as a special issue of Cognitive Neuropsychology.

The ability to communicate with written language is critical for success in school and in the workplace. Unfortunately, many children suffer from developmental dysgraphia-impairment in acquiring spelling or handwriting skills-and this form of impairment has received relatively little attention from researchers and educators. This volume brings together, for the first time, theoretically grounded and methodologically rigorous research on developmental dysgraphia, presented alongside reviews of the typical development of spelling and writing skills. Leading experts on writing and dysgraphia shed light on different types of impairments that can affect the learning of spelling and writing skills, and provide insights into the typical development of these skills. The volume, which contributes both to the basic science of literacy and to the applied science of diagnosing and treating developmental dysgraphia, should interest researchers, educators, and clinicians. This book was originally published as a special issue of Cognitive Neuropsychology.

The abilities and disabilities of individuals who have suffered neurological damage have long provided a wealth of fascinating and useful insights into the nature and structure of human cognition and its neural bases. Indeed, data from impaired performance have often played a central role in our understanding of the skills and abilities of the human mind/brain. This volume reviews the full range of cognitive domains that have benefited from the study of deficits. Chapters cover not only the better-known domains such as language and memory, but also object recognition, action, attention, and consciousness as well as musical, numerical, spatial and temporal cognition.
The authors consist of an international collection of researchers who, in each chapter, present the central issues of cognitive processing in their domain of expertise and highlight the contributions that studies of impaired performance have made to our understanding of these issues. In addition to the survey of cognitive domains, this volume also includes chapters that address foundational and historical topics as well as questions regarding future directions for the enterprise of cognitive neuropsychology.

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