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 VI - Cultural Unity and Diversity
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. 265 - 302Publisher: Cambridge University PressPrint publication year: 2022
References
Suggestions for Further Reading
Gabrieli, J. D. E. 2009. ‘Dyslexia: A New Synergy between Education and Cognitive Neuroscience’. Science 325 (5938): 280–3.CrossRefGoogle ScholarPubMed
Kuhl, U., Neef, N. E., Kraft, I., et al. 2020. ‘The Emergence of Dyslexia in the Developing Brain’. NeuroImage 211 (May): 116633.CrossRefGoogle ScholarPubMed
Maisog, J. M., Einbinder, E. R., Flowers, D. L., Turkeltaub, P. E, and Eden, G. F.. 2008. ‘A Meta-Analysis of Functional Neuroimaging Studies of Dyslexia’. Annals of the New York Academy of Sciences 1145 (December): 237–59.CrossRefGoogle ScholarPubMed
Paulesu, E., Danelli, L., and Berlingeri, M. 2014. ‘Reading the Dyslexic Brain: Multiple Dysfunctional Routes Revealed by a New Meta-Analysis of PET and fMRI Activation Studies’. Frontiers in Human Neuroscience 8 (November): 830.CrossRefGoogle ScholarPubMed
Richlan, F. 2014. ‘Functional Neuroanatomy of Developmental Dyslexia: The Role of Orthographic Depth’. Frontiers in Human Neuroscience 8, 347. https://doi.org/10.3389/fnhum.2014.00347.CrossRefGoogle ScholarPubMed
Suggestions for Further Reading
Cheng, D. , Xiao, Q., Chen, Q, Cui, J, and Zhou, X. 2018. ‘Dyslexia and Dyscalculia Are Characterized by Common Visual Perception Deficits’. Developmental Neuropsychology 43 (6): 497–507.CrossRefGoogle ScholarPubMed
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
Lu, Y., Mei, M, Chen, G., and Zhou, X.. 2021. ‘Can Abacus Course Eradicate Developmental Dyscalculia’. Psychology in the Schools 58 (2): 235–51. https://doi.org/10.1002/pits.22441.CrossRefGoogle Scholar
Miller, K. F., Kelly, M., and Zhou, X.. 2005. ‘Learning Mathematics in China and the United States’. Handbook of Mathematical Cognition 8 (35): 163–78.Google Scholar
Rodic, M., Zhou, X., Tikhomirova, T., et al. 2015. ‘Cross-Cultural Investigation into Cognitive Underpinnings of Individual Differences in Early Arithmetic’. Developmental Science 18 (1): 165–74. https://doi.org/10.1111/desc.12204.CrossRefGoogle ScholarPubMed