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 III - Genetic and Environmental Influences
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. 99 - 152Publisher: Cambridge University PressPrint publication year: 2022
References
Suggestions for Further Reading
Snowling, M. J., and Melby-Lervåg, M.. 2016. ‘Oral Language Deficits in Familial Dyslexia: A Meta-Analysis and Review’. Psychological Bulletin 142 (5): 498–545.CrossRefGoogle ScholarPubMed
Kovas, Y., Haworth, C. M., Dale, P. S., and Plomin, R. 2007. ‘The Genetic and Environmental Origins of Learning Abilities and Disabilities in the Early School Years’. Monographs of the Society for Research in Child Development, 72: 1–156.Google ScholarPubMed
Malanchini, M., Rimfeld, K., Wang, Z., et al. (2020). ‘Genetic Factors Underlie the Association between Anxiety, Attitudes and Performance in Mathematics’. Translational Psychiatry, 10 (1): 12.CrossRefGoogle ScholarPubMed
Suggestions for Further Reading
Pulli, E. P., Kumpulainen, V., Kasurinen, J. H., et al. 2019. ‘Prenatal Exposures and Infant Brain: Review of Magnetic Resonance Imaging Studies and a Population Description Analysis’. Hum Brain Mapping 40: 1987–2000.CrossRefGoogle Scholar
Morie, K. P., Crowley, M. J., Mayes, L. C., and Potenza, M. N.. 2019. ‘Prenatal Drug Exposure from Infancy through Emerging Adulthood: Results from Neuroimaging’. Drug and Alcohol Dependence May 1, 198: 39–53.CrossRefGoogle ScholarPubMed
McBryde, M, Fitzallen, G. C., Liley, H. G., Taylor, H. G., and Bora, S.. 2020. ‘Academic Outcomes of School-Aged Children Born Preterm: A Systematic Review and Meta-analysis’. JAMA Network Open 3 (4): e202027.CrossRefGoogle ScholarPubMed
D’Onofrio, B. M., Class, Q. A., Rickert, M. E., et al. 2016. ‘Translational Epidemiologic Approaches to Understanding the Consequences of Early-Life Exposures’. Behavior Genetics 46, 315–28.CrossRefGoogle ScholarPubMed
Van den Bergh, B. R. H., van den Heuvel, M. I., Lahti, M., et al. 2020. ‘Prenatal Developmental Origins of Behavior and Mental Health: The Influence of Maternal Stress in Pregnancy’. Neuroscience and Biobehavioral Reviews Oct, 117: 26–64.CrossRefGoogle ScholarPubMed