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
- 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
- References
Part X - Best Practice – Schooling and Educational Policy
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
- 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
- References
Summary
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- Information
- The Cambridge Handbook of Dyslexia and Dyscalculia , pp. 425 - 460Publisher: Cambridge University PressPrint publication year: 2022
References
Suggestions for Further Reading
Brown, M., Sibley, D., Washington, J., et al. 2015. ‘Impact of Dialect Use on a Basic Component of Learning to Read’. Frontiers in Psychology, 6, 196.CrossRefGoogle ScholarPubMed
Gibbs, S. J., and Elliott, J. G.. 2020. ‘The Dyslexia Debate: Life without the Label’. Oxford Review of Education 46 (4): 487–500.Google Scholar
Nag, S. 2013. ‘Low Literacy Attainments in School and Approaches to Diagnosis: An Exploratory Study’. Contemporary Education Dialogue 10 (2): 197–221. https://doi.org/10.1177/0973184913484997.Google Scholar
Wyse, D. and Goswami, U.. 2008. ‘Synthetic Phonics and the Teaching of Reading’. British Educational Research Journal, 34 (6): 691–710.Google Scholar
Suggestions for Further Reading
Breznitz, Z., Rubinsten, O., Molfese, V., and Molfese, D.. 2012. In Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices. Heidelberg, New York, London: Springer, Dordrecht.CrossRefGoogle Scholar
Deno, S. L. 1985. ‘Curriculum-based Measurement: The Emerging Alternative’. Exceptional Children, 52, 219–232. https://doi.org/10.1177/001440298505200303.CrossRefGoogle ScholarPubMed
Dowker, A. (2004). ‘What Works for Children with Mathematical Difficulties?’ Research Report, 554. University of Oxford. www.researchgate.net/publication/253032270_What_Works_for_Children_with_Mathematical_Difficulties.Google Scholar
Fuchs, L. S. and Fuchs, D.. 1986. ‘Effects of Systematic Formative Evaluation: A Meta-analysis’. Exceptional Children 53, 19–208.CrossRefGoogle ScholarPubMed
Kollosche, D., Marcone, R., Knigge, M., Godoy Penteado, M., and Skovsmose, O.. 2019. Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany. Cham: Springer.Google Scholar