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 VII - Early Prediction
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. 303 - 334Publisher: Cambridge University PressPrint publication year: 2022
References
Suggestions for Further Reading
Castles, A., Rastle, K., and Nation, K.. 2018. ‘Ending the Reading Wars: Reading Acquisition from Novice to Expert’. Psychological Science in the Public Interest 19 (1), 5–51. https://doi.org/10.1177/1529100618772271.CrossRefGoogle ScholarPubMed
Hulme, Charles, Nash, Hannah M., Gooch, Debbie, Lervåg, Arne, and Snowling, Margaret J.. 2015. ‘The Foundations of Literacy Development in Children at Familial Risk of Dyslexia’. Psychological Science 26 (12): 1877–86.CrossRefGoogle ScholarPubMed
Lervåg, A., Bråten, I., and Hulme, C.. 2009. ‘The Cognitive and Linguistic Foundations of Early Reading Development: A Norwegian Latent Variable Longitudinal Study’. Developmental Psychology 45 (3): 764–81.CrossRefGoogle ScholarPubMed
Melby-Lervåg, M., Lyster, S. A. H., and Hulme, C.. 2012. ‘Phonological Skills and Their Role in Learning to Read: A Meta-Analytic Review’. Psychological Bulletin 138 (2): 322–52.CrossRefGoogle Scholar
Suggestions for Further Reading
Bailey, D. H., Duncan, G. J., Watts, T, Clements, D. H., and Sarama, J.. 2018. ‘Risky Business: Correlation and Causation in Longitudinal Studies of Skill Development’. The American Psychologist 73 (1): 81–94. doi:10.1037/amp0000146,10.1037/amp0000146.CrossRefGoogle ScholarPubMed
De Smedt, B., Noël, M.-P., Gilmore, C., and Ansari, D.. 2013. ‘How Do Symbolic and Non-Symbolic Numerical Magnitude Processing Skills Relate to Individual Differences in Children’s Mathematical Skills? A Review of Evidence from Brain and Behavior’. Trends in Neuroscience and Education. 2 (2), 48–55. https://doi.org/10.1016/j.tine.2013.06.001.CrossRefGoogle Scholar
Gunderson, E. A., Ramirez, G, Beilock, S. L., and Levine, S. C.. 2012. ‘The Relation between Spatial Skill and Early Number Knowledge: The Role of the Linear Number Line’. Developmental Psychology 48 (5): 1229–41. https://doi.org/10.1037/a0027433.Google ScholarPubMed
Schmitt, S. A., John Geldhof, G., Purpura, D. J., Duncan, R., and McClelland, M. M.. 2017. ‘Examining the Relations between Executive Function, Math, and Literacy during the Transition to Kindergarten: A Multi-Analytic Approach’. Journal of Educational Psychology 109 (8): 1120–40. https://doi.org/10.1037/edu0000193.CrossRefGoogle Scholar
Skwarchuk, S.-L., Sowinski, C., and LeFevre, J.-A.. 2014. ‘Formal and Informal Home Learning Activities in Relation to Children’s Early Numeracy and Literacy Skills: The Development of a Home Numeracy Model’. Journal of Experimental Child Psychology 121 (May): 63–84. http://dx.doi.org/10.1016/j.jecp.2013.11.006.CrossRefGoogle ScholarPubMed