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
General Summary
Published online by Cambridge University Press: 28 July 2022
- 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
Summary
Dyslexia and dyscalculia originate from the joint effects of multiple genetic and environmental factors on the developing brain in the first years of life, including the prenatal phase. While many candidate genes have been reported in the literature (e.g. DCDC2, DYX1C1, KIAA0319, and ROBO1), so far no DNA variants have revealed reliable associations across the whole genome. Moreover, potential early environmental influences (e.g. preterm birth, prenatal substance exposure, breastfeeding, maternal psychosocial stress, developmental toxicants) currently preclude specific interpretations since they also have a genetic basis that is typically not controlled in existing studies. Correspondingly, the question of how gene–environment correlation and interaction lead to learning difficulties can only be answered at a very general level at present.
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- The Cambridge Handbook of Dyslexia and Dyscalculia , pp. 461 - 464Publisher: Cambridge University PressPrint publication year: 2022