The Cambridge Handbook of Dyslexia and Dyscalculia

doi:10.1017/9781108973595

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Diamanti, Vassiliki Grande, Germán Protopapas, Athanassios Melby-Lervåg, Monica and Lervåg, Arne 2024. Preschool Morphological Awareness and Developmental Change in Early Reading Ability. Scientific Studies of Reading, Vol. 28, Issue. 6, p. 591.

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Theodoridou, Daniela Tsiantis, Christos-Orestis Vlaikou, Angeliki-Maria Chondrou, Vasiliki Zakopoulou, Victoria Christodoulides, Pavlos Oikonomou, Emmanouil D. Tzimourta, Katerina D. Kostoulas, Charilaos Tzallas, Alexandros T. Tsamis, Konstantinos I. Peschos, Dimitrios Sgourou, Argyro Filiou, Michaela D. and Syrrou, Maria 2024. Developmental Dyslexia: Insights from EEG-Based Findings and Molecular Signatures—A Pilot Study. Brain Sciences, Vol. 14, Issue. 2, p. 139.

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Edited by Michael A. Skeide, Max Planck Institute for Human Cognitive and Brain Sciences

Publisher:: Cambridge University Press
Online publication date:: July 2022
Print publication year:: 2022
Online ISBN:: 9781108973595
DOI:: https://doi.org/10.1017/9781108973595

Series:: Cambridge Handbooks in Psychology
Collection:: Cambridge Handbooks of Psychology
Subjects:: Psychology, Psychology: General Interest, Cognition, Educational Psychology

44.99 (GBP)

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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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The Cambridge Handbook of Dyslexia and Dyscalculia

This Book has been cited by the following publications. This list is generated based on data provided by Crossref.

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14 - The Role of Socioeconomic and Ethnic Disparities for Dyslexia and Dyscalculia
pp 251-262

Summary: Gender, Ethnicity, and Socioeconomic Background
pp 263-264

Part VI - Cultural Unity and Diversity
pp 265-302

15 - Cross-Cultural Unity and Diversity of Dyslexia
pp 267-281

16 - Cross-Cultural Unity and Diversity of Dyscalculia
pp 282-299

Summary: Cultural Unity and Diversity
pp 300-302

Part VII - Early Prediction
pp 303-334

17 - Early Prediction of Learning Outcomes in Reading
pp 305-317

18 - Early Prediction of Learning Outcomes in Mathematics
pp 318-332

Summary: Early Prediction
pp 333-334

Part VIII - Intervention and Compensation
pp 335-380

19 - Randomized Controlled Trials in Dyslexia and Dyscalculia
pp 337-349

20 - Cognitive Enhancement and Brain Stimulation in Dyslexia and Dyscalculia
pp 350-361

21 - Persistence and Fade-Out of Responses to Reading and Mathematical Interventions
pp 362-377

Summary: Intervention and Compensation
pp 378-380

Part IX - Best Practice – Diagnostics and Prevention
pp 381-424

22 - Diagnosis of Dyslexia and Dyscalculia: Challenges and Controversies
pp 383-409

23 - Prevention of Dyslexia and Dyscalculia: Best Practice and Policy in Early Education
pp 410-422

Summary: Best Practice – Diagnostics and Prevention
pp 423-424

Part X - Best Practice – Schooling and Educational Policy
pp 425-460

24 - Dyslexia and the Dyslexia-Like Picture: Supporting All Children in Primary School
pp 427-443

25 - Best Practice and Policy in Maths Education in School
pp 444-458

Summary: Best Practice – Schooling and Educational Policy
pp 459-460

General Summary
pp 461-464

References
pp 465-610

Index
pp 611-616

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The Cambridge Handbook of Dyslexia and Dyscalculia

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