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
- 13 Gender and Sex Differences in Dyslexia and Dyscalculia
- 14 The Role of Socioeconomic and Ethnic Disparities for Dyslexia and Dyscalculia
- Summary: 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
Summary: Gender, Ethnicity, and Socioeconomic Background
from Part V - Gender, Ethnicity, and Socioeconomic Background
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
- 13 Gender and Sex Differences in Dyslexia and Dyscalculia
- 14 The Role of Socioeconomic and Ethnic Disparities for Dyslexia and Dyscalculia
- Summary: 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
Summary
(1) Effect size of gender differences: Effect sizes of gender differences in reading and maths ability are small. A moderate effect size is currently only reported for a related domain ( male advantage in visuospatial mental modelling tasks).
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- The Cambridge Handbook of Dyslexia and Dyscalculia , pp. 263 - 264Publisher: Cambridge University PressPrint publication year: 2022