Holmes Bernstein Jane (38 results)

Paperback. Condition: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Condition: Like New. Most items will be dispatched the same or the next working day. An apparently unread copy in perfect condition. Dust cover is intact with no nicks or tears. Spine has no signs of creasing. Pages are clean and not marred by notes or folds of any kind.

Condition: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

Condition: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

Condition: Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.

Condition: Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.

Condition: New. Brand New Original US Edition. Customer service! Satisfaction Guaranteed.

PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Condition: New. pp. 352.

Condition: New. pp. 352 37 Illus.

Condition: very_good. Fast Free Shipping â" Very Good condition book with a firm cover and clean pages. Shows normal use and some light wear or limited notes markings. A solid, nice copy to enjoy.

Condition: New. pp. 352.

Paperback. Condition: new. Paperback. One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and finally, what the future holds for relating mind, brain and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students. The development of reading is a key topic in establishing meaningful links between brain sciences and education. This book illuminates why reading disorders have been hard to identify and what the future holds for relating mind, brain and education to understanding reading difficulties. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Paperback. Condition: Brand New. reprint edition. 333 pages. 8.75x6.00x0.75 inches. In Stock.

Condition: Very Good.

Paperback / softback. Condition: New. New copy - Usually dispatched within 4 working days.

Hardback. Condition: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: New. Brand New! Fast Delivery This is an International Edition and ship within 24-48 hours. Deliver by FedEx and Dhl, & Aramex, UPS, & USPS and we do accept APO and PO BOX Addresses. Order can be delivered worldwide within 6-10 days and we do have flat rate for up to 2LB. Extra shipping charges will be requested if the Book weight is more than 5 LB. This Item May be shipped from India, United states & United Kingdom. Depending on your location and availability.

Paperback. Condition: new. Paperback. One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and finally, what the future holds for relating mind, brain and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students. The development of reading is a key topic in establishing meaningful links between brain sciences and education. This book illuminates why reading disorders have been hard to identify and what the future holds for relating mind, brain and education to understanding reading difficulties. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Condition: New. The development of reading is a key topic in establishing meaningful links between brain sciences and education. This book illuminates why reading disorders have been hard to identify and what the future holds for relating mind, brain and education to under.

Paperback. Condition: new. Paperback. One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and finally, what the future holds for relating mind, brain and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students. The development of reading is a key topic in establishing meaningful links between brain sciences and education. This book illuminates why reading disorders have been hard to identify and what the future holds for relating mind, brain and education to understanding reading difficulties. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Taschenbuch. Condition: Neu. Neuware - One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read How does experience shape the development of reading skills How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and finally, what the future holds for relating mind, brain and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students.

Condition: New. In.

Condition: Sehr gut. Zustand: Sehr gut | Seiten: 352 | Sprache: Englisch | Produktart: Bücher | One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and, finally, what the future holds for relating mind, brain, and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students.

Condition: Sehr gut. Zustand: Sehr gut | Seiten: 352 | Sprache: Englisch | Produktart: Bücher | One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and, finally, what the future holds for relating mind, brain, and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students.

Condition: Hervorragend. Zustand: Hervorragend | Seiten: 352 | Sprache: Englisch | Produktart: Bücher | One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and, finally, what the future holds for relating mind, brain, and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students.

Condition: New. Explains why reading disorders have been hard to identify and how mind, brain and education can help to understand them. Editor(s): Fischer, Kurt W.; Bernstein, Jane Holmes; Immordino-Yang, Mary Helen. Series Editor(s): Butterworth, George; Hatano, Giyoo; Fischer, Kurt W.; Greenfield, Patricia M.; Harris, Paul; Stern, Daniel. Series: Cambridge Studies in Cognitive & Perceptual Development. Num Pages: 352 pages, 37 b/w illus. 15 tables. BIC Classification: JMC; JNC; MJN. Category: (P) Professional & Vocational. Dimension: 228 x 152 x 24. Weight in Grams: 690. . 2007. Illustrated. hardcover. . . . .

Condition: New. Explains why reading disorders have been hard to identify and how mind, brain and education can help to understand them. Editor(s): Fischer, Kurt W.; Bernstein, Jane Holmes; Immordino-Yang, Mary Helen. Series Editor(s): Butterworth, George; Hatano, Giyoo; Fischer, Kurt W.; Greenfield, Patricia M.; Harris, Paul; Stern, Daniel. Series: Cambridge Studies in Cognitive & Perceptual Development. Num Pages: 352 pages, 37 b/w illus. 15 tables. BIC Classification: JMC; JNC; MJN. Category: (P) Professional & Vocational. Dimension: 228 x 152 x 24. Weight in Grams: 690. . 2007. Illustrated. hardcover. . . . . Books ship from the US and Ireland.

Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read How does experience shape the development of reading skills How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and, finally, what the future holds for relating mind, brain, and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students.