The Cambridge Handbook of Dyslexia and Dyscalculia

An accessible, authoritative, interdisciplinary and cross-cultural survey of key basic and applied research findings on dyslexia and dyscalculia.

Michael A. Skeide (Edited by)

9781108978118, Cambridge University Press

Paperback / softback, published 28 July 2022

420 pages
25.3 x 17.6 x 3.2 cm, 1.17 kg

In this handbook, the world's leading researchers answer fundamental questions about dyslexia and dyscalculia based on authoritative reviews of the scientific literature. It provides an overview from the basic science foundations to best practice in schooling and educational policy, covering research topics ranging from genes, environments, and cognition to prevention, intervention and educational practice. With clear explanations of scientific concepts, research methods, statistical models and technical terms within a cross-cultural perspective, this book will be a go-to reference for researchers, instructors, students, policymakers, educators, teachers, therapists, psychologists, physicians and those affected by learning difficulties.

List of Figures and Tables
List of Contributors
Acknowledgements
General introduction Michael A. Skeide
Part I. Theoretical frameworks and computational models: 1. Theories of dyslexia Usha Goswami
2. Theories of dyscalculia Vinod Menon and Hyesang Chang
3. Computational models of reading and mathematical difficulties Marco Zorzi & Alberto Testolin
Part II. Cognitive profiles and behavioral manifestations: 4. Cognitive profiles and co-occurrence of dyslexia and dyscalculia Chiara Banfi, Karin Landerl and Kristina Moll
5. Reading and mathematics anxiety Dénes Sz?cs
Part III. Genetic and environmental influences: 6. Genetic and environmental influences on dyslexia and dyscalculia Margherita Malanchini and Agnieszka Gidziela
7. Pre- and postnatal environmental effects on learning to read and mathematical learning Florence Bouhali and Fumiko Hoeft
Part IV. Neurodevelopmental foundations: 8. Neurogenetic insights into the origins of dyslexia and dyscalculia Michael A. Skeide
9. Longitudinal neural observation studies of dyslexia Gorka Fraga González, Katarzyna Jednoróg and Silvia Brem
10. Longitudinal neural observation studies of dyscalculia Karin Kucian and Ursina McCaskey
11. Neuroplasticity in response to reading intervention Jason D. Yeatman
12. Neuroplasticity in response to mathematical intervention Teresa Iuculano
Part V. Gender, ethnicity and socioeconomic background: 13. Gender and sex differences in dyslexia and dyscalculia Jessica F. Cantlon
14. The role of socioeconomic and ethnic disparities for dyslexia and dyscalculia Rachel Fish
Part VI. Cultural unity and diversity: 15. Cross-cultural unity and diversity of dyslexia Wai Ting Siok
16. Cross-cultural unity and diversity of dyscalculia Baihan Lyu and Xinlin Zhou
Part VII. Early prediction: 17. Early prediction of learning outcomes in reading Arne O. Lervåg and Monica Melby-Lervåg
18. Early prediction of learning outcomes in mathematics Elizabeth A. Gunderson
Part VIII. Intervention and compensation: 19. Randomized controlled trials in dyslexia and dyscalculia Katharina Galuschka and Gerd Schulte-Körne
20. Cognitive enhancement and brain stimulation in dyslexia and dyscalculia Nienke E. R. van Bueren, Evelyn H. Kroesbergen and Roi Cohen Kadosh
21. Persistence and fadeout of responses to reading and mathematical interventions H. Moriah Sokolowski and Lien Peters
Part IX. Best practice: diagnostics and prevention: 22. Diagnosis of dyslexia and dyscalculia: challenges and controversies Thomas Lachmann, Kirstin Bergström, Julia Huber and Hans-Christoph Nürk
23. Prevention of dyslexia and dyscalculia Marcus Hasselhorn and Wolfgang Schneider
Part X. Best practice: schooling and educational policy: 24. Dyslexia and the dyslexia-like picture: Supporting all children in primary school Sonali Nag
25. Best practice and policy in math education in school Antje Ehlert and Luisa Wagner
General summary Michael A. Skeide
References
Index.

Subject Areas: Educational psychology [JNC], Cognition & cognitive psychology [JMR], Linguistics [CF]