Book contents
- The Cambridge Handbook of Dyslexia and Dyscalculia
- The Cambridge Handbook of Dyslexia and Dyscalculia
- Copyright page
- Contents
- Figures and Tables
- Contributors
- Acknowledgements
- General Introduction
- Part I Theoretical Frameworks and Computational Models
- Part II Cognitive Profiles and Behavioural Manifestations
- Part III Genetic and Environmental Influences
- Part IV Neurodevelopmental Foundations
- Part V Gender, Ethnicity, and Socioeconomic Background
- Part VI Cultural Unity and Diversity
- Part VII Early Prediction
- Part VIII Intervention and Compensation
- Part IX Best Practice – Diagnostics and Prevention
- Part X Best Practice – Schooling and Educational Policy
- General Summary
- References
- Index
- References
Part IX - Best Practice – Diagnostics and Prevention
Published online by Cambridge University Press: 28 July 2022
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Book contents
- The Cambridge Handbook of Dyslexia and Dyscalculia
- The Cambridge Handbook of Dyslexia and Dyscalculia
- Copyright page
- Contents
- Figures and Tables
- Contributors
- Acknowledgements
- General Introduction
- Part I Theoretical Frameworks and Computational Models
- Part II Cognitive Profiles and Behavioural Manifestations
- Part III Genetic and Environmental Influences
- Part IV Neurodevelopmental Foundations
- Part V Gender, Ethnicity, and Socioeconomic Background
- Part VI Cultural Unity and Diversity
- Part VII Early Prediction
- Part VIII Intervention and Compensation
- Part IX Best Practice – Diagnostics and Prevention
- Part X Best Practice – Schooling and Educational Policy
- General Summary
- References
- Index
- References
Summary
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- Information
- The Cambridge Handbook of Dyslexia and Dyscalculia , pp. 381 - 424Publisher: Cambridge University PressPrint publication year: 2022
References
Suggestions for Further Reading
Butterworth, B., Varma, S., and Laurillard, D.. 2011. ‘Dyscalculia: From Brain to Education’. Science, 27, 1049–53. https://doi.org/10.1126/science.1201536.Google Scholar
Kaufmann, L., Mazzocco, M. M., Dowker, A., et al. 2013. ‘Dyscalculia from a Developmental and Differential Perspective’. Frontiers in Psychology 4 (August): 516. http://dx.doi.org/10.3389/fpsyg.2013.00516.CrossRefGoogle ScholarPubMed
Lachmann, T., and Weis, T. (Eds.) 2018. Reading and Dyslexia: From Basic Functions to Higher Order Cognition. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-90805-2.Google Scholar
Washington, J. A., Compton, D. L., and McCardle, P. D. (Eds.). 2020. Dyslexia: Revisiting Etiology, Diagnosis, Treatment, and Policy. Baltimore: Paul H. Brookes Publishing Co.Google Scholar
Suggestions for Further Reading
Geary, D. C. 2011. ‘Cognitive Predictors of Achievement Growth in Mathematics: A 5-Year Longitudinal Study’. Developmental Psychology 47 (6): 1539–52Google Scholar
Hulme, C., and Snowling, M. J.. 2013. ‘Learning to Read: What We Know and What We Need to Understand Better’. Child Development Perspectives, 7: 1–5.CrossRefGoogle Scholar
Kjeldsen, A.-C., Educ, L., Saarento-Zaprudin, S., and Niemi, P.. 2019. ‘Kindergarten Training in Phonological Awareness: Fluency and Comprehension Gains are Greatest for Readers at Risk in Grades 1 Through 9. Journal of Learning Disabilities, 52: 366–82.Google Scholar
Mononen, R., Aunio, P., Koponen, T., and Aro, M.. 2015. ‘A Review of Early Numeracy Interventions for Children at Risk in Mathematics’. International Journal of Early Childhood Special Education, 6: 25–54.Google Scholar
Siegler, R. S., and Lortie-Forgues, H.. 2014. ‘An Integrative Theory of Numerical Development’. Child Development Perspectives, 8: 144–50.CrossRefGoogle Scholar