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 II - Cognitive Profiles and Behavioural Manifestations
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. 63 - 98Publisher: Cambridge University PressPrint publication year: 2022
References
Suggestions for Further Reading
Special Issue: ‘Comorbidities between Reading Disorders and other Developmental Disorders’, Scientific Studies of Reading 24 (1). https://www.tandfonline.com/toc/hssr20/24/1.CrossRefGoogle Scholar
Special Issue: ‘Interpreting the Comorbidity of Learning Disorders’, Frontiers in Human Neuroscience 20: www.frontiersin.org/research-topics/12020/interpreting-the-comorbidity-of-learning-disorders.Google Scholar
Pennington, B. F., McGrath, L. M., and Peterson, R. L.. 2019. ‘Neuropsychological constructs’. In Diagnosing Learning Disorders: From Science to Practice (3rd ed., pp. 41–53). New York: Guilford Press.Google Scholar
Willcutt, E. G., McGrath, L. M., Pennington, B. F., et al. 2019. ‘Understanding Comorbidity between Specific Learning Disabilities’. New Directions for Child and Adolescent Development, 2019(165), 91–109. https://doi.org/10.1002/cad.20291.CrossRefGoogle ScholarPubMed
Suggestions for Further Reading
Devine, A., Hill, F., Carey, E., and Szűcs, D.. 2018. ‘Cognitive and Emotional Math Problems Largely Dissociate: Prevalence of Developmental Dyscalculia and Mathematics Anxiety’. Journal of Educational Psychology, 110(3): 431–444.CrossRefGoogle Scholar
Dowker, A., Sarkar, A., and Looi, C. Y. 2016. ‘Mathematics Anxiety: What Have we Learnt in 60 Years?’ Frontiers in Psychology, 7.CrossRefGoogle Scholar
Mammarella, I. C., Caviola, S., and Dowker, A. (eds.) 2019. Mathematics Anxiety: What is Known and What is Still to be Understood. Routledge.CrossRefGoogle Scholar
OECD. 2013. PISA 2012 Results: Ready to Learn: Students’ Engagement, Drive and Self-Beliefs (Volume III). Chapter 4: Mathematics Anxiety, pp. 98–112. OECD Publishing.Google Scholar
Szűcs, D., and Mammarella, I. C.. 2020. ‘Math Anxiety. Educational Practices Series 31’. UNESCO International Bureau of Education. www.ibe.unesco.org/sites/default/files/resources/31_math_anxiety_web.pdf.Google Scholar