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
- 19 Randomized Controlled Trials in Dyslexia and Dyscalculia
- 20 Cognitive Enhancement and Brain Stimulation in Dyslexia and Dyscalculia
- 21 Persistence and Fade-Out of Responses to Reading and Mathematical Interventions
- Summary: Intervention and Compensation
- Part IX Best Practice – Diagnostics and Prevention
- Part X Best Practice – Schooling and Educational Policy
- General Summary
- References
- Index
- References
21 - Persistence and Fade-Out of Responses to Reading and Mathematical Interventions
from Part VIII - Intervention and Compensation
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
- 19 Randomized Controlled Trials in Dyslexia and Dyscalculia
- 20 Cognitive Enhancement and Brain Stimulation in Dyslexia and Dyscalculia
- 21 Persistence and Fade-Out of Responses to Reading and Mathematical Interventions
- Summary: Intervention and Compensation
- Part IX Best Practice – Diagnostics and Prevention
- Part X Best Practice – Schooling and Educational Policy
- General Summary
- References
- Index
- References
Summary
Education is a major pillar of contemporary society. Educating children provides them with stability, purpose, and financial security at an individual level and bolsters economic growth at a societal level (Hanushek and Kimko 2000; Jamison et al. 2007). Nonetheless, in the developing world, more than 200 million children under 5 years of age live in poverty, with poor nutrition, limited access to healthcare, and either inadequate or no education (Engle et al. 2007). Universal education provides a key pathway towards societal equality. UNICEF Canada suggests that education is ‘a powerful tool for breaking the cycle of poverty; supporting child survival, growth, development and well-being; and closing the gap in social inequality’ (Unicef Canada 2016).
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- The Cambridge Handbook of Dyslexia and Dyscalculia , pp. 362 - 377Publisher: Cambridge University PressPrint publication year: 2022