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
- 6 Genetic and Environmental Influences on Dyslexia and Dyscalculia
- 7 Pre- and Postnatal Environmental Effects on Learning to Read and Mathematical Learning
- Summary: 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
Summary: Genetic and Environmental Influences
from Part III - Genetic and Environmental Influences
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
- 6 Genetic and Environmental Influences on Dyslexia and Dyscalculia
- 7 Pre- and Postnatal Environmental Effects on Learning to Read and Mathematical Learning
- Summary: 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
Summary
1. Familial clustering of learning disorders: Dyslexia and dyscalculia run in families – that is, in individuals who share both their genetic make-up and their surrounding environment. Children with at least one diagnosed first-degree relative are up to approximately four times more likely to develop learning difficulties themselves.
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- Information
- The Cambridge Handbook of Dyslexia and Dyscalculia , pp. 151 - 152Publisher: Cambridge University PressPrint publication year: 2022