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 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
- 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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- The Cambridge Handbook of Dyslexia and Dyscalculia , pp. 231 - 264Publisher: Cambridge University PressPrint publication year: 2022
References
Suggestions for Further Reading
Devine, A., Soltész, F., Nobes, A., Goswami, U., and Szűcs, D.. 2013. ‘Gender Differences in Developmental Dyscalculia Depend on Diagnostic Criteria’. Learning and Instruction 27 (October): 31–9.CrossRefGoogle ScholarPubMed
Kersey, A. J., Csumitta, K. D., and Cantlon, J. F.. 2019. ‘Gender Similarities in the Brain during Mathematics Development’. NPJ Science of Learning 4 (November), 19: 1–7.CrossRefGoogle ScholarPubMed
Massand, E. and Karmiloff-Smith, A.. 2015. ‘Cascading Genetic and Environmental Effects on Development: Implications for Intervention’. In Mitchell, K. J. (ed.),The Genetics of Neurodevelopmental Disorders, 275–88. Hoboken: John Wiley and Sons, Inc.Google Scholar
Reilly, D., Neumann, D. L., and Andrews, G.. 2019. ‘Gender Differences in Reading and Writing Achievement: Evidence from the National Assessment of Educational Progress (NAEP)’. The American Psychologist 74 (4): 445–58.CrossRefGoogle ScholarPubMed
Zell, Ethan, Krizan, Zlatan, and Teeter, Sabrina R.. 2015. ‘Evaluating Gender Similarities and Differences Using Metasynthesis’. The American Psychologist 70 (1): 10–20.CrossRefGoogle ScholarPubMed
Suggestions for Further Reading
Fish, R. E. 2019. ‘Standing Out and Sorting In: Exploring the Role of Racial Composition in Racial Disparities in Special Education’. American Educational Research Journal 56 (6): 2573–2608.CrossRefGoogle Scholar
Artiles, A. J. 2019. ‘Fourteenth Annual Brown Lecture in Education Research: Reenvisioning Equity Research: Disability Identification Disparities as a Case in Point’. Educational Researcher 48 (6): 325–35.CrossRefGoogle Scholar
Gabel, S. L. , Curcic, S., Powell, J. J. W., Khader, K., and Albee, L.. 2009. ‘Migration and Ethnic Group Disproportionality in Special Education: An Exploratory Study’. Disability and Society 24 (5): 625–39.CrossRefGoogle Scholar
Shifrer, D., and Fish, R.. 2020. ‘A Multilevel Investigation into Contextual Reliability in the Designation of Cognitive Health Conditions among US Children’. Society and Mental Health 10 (2): 180–97.CrossRefGoogle Scholar