Cambridge Handbook of Dyslexia and Dyscalculia (eBook, PDF)

Redaktion: Skeide, Michael A.

• Format: PDF

Produktbeschreibung

In this handbook, the world's leading researchers answer fundamental questions about dyslexia and dyscalculia based on authoritative reviews of the scientific literature. It provides an overview from the basic science foundations to best practice in schooling and educational policy, covering research topics ranging from genes, environments, and cognition to prevention, intervention and educational practice. With clear explanations of scientific concepts, research methods, statistical models and technical terms within a cross-cultural perspective, this book will be a go-to reference for researchers, instructors, students, policymakers, educators, teachers, therapists, psychologists, physicians and those affected by learning difficulties.

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Produktdetails

• Verlag: Cambridge University Press
• Erscheinungstermin: 31. Juli 2022
• Englisch
• ISBN-13: 9781108968508
• Artikelnr.: 66182711

Inhaltsangabe

List of Figures and Tables; List of Contributors; Acknowledgements; General
introduction Michael A. Skeide; Part I. Theoretical frameworks and
computational models: 1. Theories of dyslexia Usha Goswami; 2. Theories of
dyscalculia Vinod Menon and Hyesang Chang; 3. Computational models of
reading and mathematical difficulties Marco Zorzi & Alberto Testolin; Part
II. Cognitive profiles and behavioral manifestations: 4. Cognitive profiles
and co-occurrence of dyslexia and dyscalculia Chiara Banfi, Karin Landerl
and Kristina Moll; 5. Reading and mathematics anxiety Dénes Sz¿cs; Part
III. Genetic and environmental influences: 6. Genetic and environmental
influences on dyslexia and dyscalculia Margherita Malanchini and Agnieszka
Gidziela; 7. Pre- and postnatal environmental effects on learning to read
and mathematical learning Florence Bouhali and Fumiko Hoeft; Part IV.
Neurodevelopmental foundations: 8. Neurogenetic insights into the origins
of dyslexia and dyscalculia Michael A. Skeide; 9. Longitudinal neural
observation studies of dyslexia Gorka Fraga González, Katarzyna Jednoróg
and Silvia Brem; 10. Longitudinal neural observation studies of dyscalculia
Karin Kucian and Ursina McCaskey; 11. Neuroplasticity in response to
reading intervention Jason D. Yeatman; 12. Neuroplasticity in response to
mathematical intervention Teresa Iuculano; Part V. Gender, ethnicity and
socioeconomic background: 13. Gender and sex differences in dyslexia and
dyscalculia Jessica F. Cantlon; 14. The role of socioeconomic and ethnic
disparities for dyslexia and dyscalculia Rachel Fish; Part VI. Cultural
unity and diversity: 15. Cross-cultural unity and diversity of dyslexia Wai
Ting Siok; 16. Cross-cultural unity and diversity of dyscalculia Baihan Lyu
and Xinlin Zhou; Part VII. Early prediction: 17. Early prediction of
learning outcomes in reading Arne O. Lervåg and Monica Melby-Lervåg; 18.
Early prediction of learning outcomes in mathematics Elizabeth A.
Gunderson; Part VIII. Intervention and compensation: 19. Randomized
controlled trials in dyslexia and dyscalculia Katharina Galuschka and Gerd
Schulte-Körne; 20. Cognitive enhancement and brain stimulation in dyslexia
and dyscalculia Nienke E. R. van Bueren, Evelyn H. Kroesbergen and Roi
Cohen Kadosh; 21. Persistence and fadeout of responses to reading and
mathematical interventions H. Moriah Sokolowski and Lien Peters; Part IX.
Best practice: diagnostics and prevention: 22. Diagnosis of dyslexia and
dyscalculia: challenges and controversies Thomas Lachmann, Kirstin
Bergström, Julia Huber and Hans-Christoph Nürk; 23. Prevention of dyslexia
and dyscalculia Marcus Hasselhorn and Wolfgang Schneider; Part X. Best
practice: schooling and educational policy: 24. Dyslexia and the
dyslexia-like picture: Supporting all children in primary school Sonali
Nag; 25. Best practice and policy in math education in school Antje Ehlert
and Luisa Wagner; General summary Michael A. Skeide; References; Index.