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 VIII - Intervention and Compensation
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. 335 - 380Publisher: Cambridge University PressPrint publication year: 2022
References
Suggestions for Further Reading
Haberstroh, S., and Schulte-Körne, G.. 2019. ‘The Diagnosis and Treatment of Dyscalculia’. Deutsches Arzteblatt International 116 (7): 107–14.Google ScholarPubMed
Galuschka, K., Görgen, R., J. et al. 2020. ‘Effectiveness of Spelling Interventions for Learners with Dyslexia: A Meta-Analysis and Systematic Review’. Educational Psychologist 55 (1): 1–20.CrossRefGoogle Scholar
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
Benavides-Varela, S., Callegher, C. Z., Fagiolini, B., Leo, I., Altoè, G., and Lucangeli, D. (2020). Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis. Computers & Education 157, 103953. https://doi.org/10.1016/j.compedu.2020.103953.CrossRefGoogle Scholar
Suggestions for Further Reading
Finisguerra, A., Borgatti, R., and Urgesi, C.. 2019. ‘Non-Invasive Brain Stimulation for the Rehabilitation of Children and Adolescents With Neurodevelopmental Disorders: A Systematic Review’. Frontiers in Psychology 10 (February): 135.CrossRefGoogle ScholarPubMed
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Van Bueren, N. E. R., Reed, T. L., Nguyen, V., Sheffield, J. G., van der Ven, S. H., Osborne, M. A., Kroesbergen, E. H, and Cohen Kadosh, R. 2021. Personalized brain stimulation for effective neurointervention across participants. PLoS Computational Biology, 17(9), e1008886. https://doi.org/10.1371/journal.pcbi.1008886.CrossRefGoogle ScholarPubMed
Suggestions for Further Reading
Bailey, D. H., Duncan, G. J., Cunha, F, Foorman, B. R., and Yeager, D. S.. 2020. ‘Persistence and Fade-Out of Educational-Intervention Effects: Mechanisms and Potential Solutions’. Psychological Science in the Public Interest: A Journal of the American Psychological Society 21 (2): 55–97. https://doi.org/10.1177/1529100620915848.CrossRefGoogle ScholarPubMed
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Barnett, W. S. 2011. ‘Effectiveness of Early Educational Intervention’. Science 333 (6045): 975–78.Google Scholar
Moore, D. S., and Shenk, D.. 2017. ‘The Heritability Fallacy’. Wiley Interdisciplinary Reviews. Cognitive Science 8 (1–2): e1400.CrossRefGoogle ScholarPubMed
Sokolowski, H. M., and Ansari, D. (2018). Understanding the Effects of Education through the Lens of Biology’. NPJ Science of Learning 3 (1) (October): 17. https://doi.org/10.1038/s41539-018-0032-y.CrossRefGoogle ScholarPubMed