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22 - Diagnosis of Dyslexia and Dyscalculia: Challenges and Controversies

from Part IX - Best Practice – Diagnostics and Prevention

Published online by Cambridge University Press:  28 July 2022

Michael A. Skeide
Affiliation:
Max Planck Institute for Human Cognitive and Brain Sciences
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Summary

Reading, writing, and arithmetic skills are key cultural techniques in most societies. These academic skills must be acquired at a symbolic level – that is, enable us to produce and comprehend text and to perform more than very basic numerical operations, judgements, and calculations. These skills must be taught and learnt. During this procedural learning process (Nicolson and Fawcett 2007; Nicolson and Fawcett 2018), pre-existing functions – amongst them visual, auditory, memory, language, spatial, or quantity processing – are modified and coordinated to form novel cognitive procedures (Lachmann 2002; Lachmann 2008; Lachmann 2018; Lachmann and van Leeuwen 2014) which are then automatized after prolonged intensive training (Froyen et al. 2009; Lachmann and Van Leeuwen 2008; Barrouillet and Fayol 1998).

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Publisher: Cambridge University Press
Print publication year: 2022

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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.CrossRefGoogle 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

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