The Dyslexia Debate (Cambridge Studies in Cognitive and Perceptual Development)

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9780521135870: The Dyslexia Debate (Cambridge Studies in Cognitive and Perceptual Development)

An examination of how we use the term 'dyslexia' and its failings as a clinical diagnosis. Taking into account the latest research in cognitive science, genetics, and neuroscience, Elliott and Grigorenko outline a better way to describe the various types of reading difficulties and discuss empirically supported forms of intervention.

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Críticas:

“No term has so impeded the scientific study of reading, as well as the public’s understanding of reading disability, as the term dyslexia. The retiring of the word is long overdue. Elliott and Grigorenko provide an impressive review of the evidence on why this is the case. I highly recommend the book for reading practitioners.”
– Keith E. Stanovich, University of Toronto

“This is a thought-provoking book that rigorously examines the scientific evidence and ends up challenging many assumptions about the concept of dyslexia. Elliott and Grigorenko do not wish to deny the reality of children’s reading difficulties, but they do cast doubt on the usefulness and validity of our current diagnostic constructs. Essential reading for anyone interested in neurodevelopmental disorders.”
– Dorothy Bishop, University of Oxford

“This book provides a comprehensive and insightful analysis of all aspects of dyslexia. The assessment and intervention chapter is particularly important for parents, educators, and policy makers. A tour de force!”
– Gordon F. Sherman, Executive Director, The Newgrange and Laurel Schools, Princeton, NJ

“This book represents a significant contribution in the field towards addressing key issues that underlie dyslexia. Expert insights are provided on issues related to assessment and intervention. Particularly insightful is the authors’ examination of the role of cognition in the classification and intervention process. In general, the book more than succeeds in a quest to address several complexities related to the construct of dyslexia.”
– H. Lee Swanson, University of California-Riverside

"Every decade or two, a book will emerge that is able to synthesize the past and present research on dyslexia in such a way that the future of where we need to go next is illumined and propelled. The Dyslexia Debate is such a book. Elliott and Grigorenko have provided a breadth of topics and a depth of coverage to the complex issues surrounding dyslexia that should be read by researcher, practitioner, and parent. After reading their book, I feel enriched in all three categories."
–Maryanne Wolf, John DiBiaggio Professor of Citizenship and Public Service Eliot-Pearson Department of Child Development Director, Center for Reading and Language Research, Tufts University

Reseña del editor:

The Dyslexia Debate examines how we use the term 'dyslexia' and questions its efficacy as a diagnosis. While many believe that a diagnosis of dyslexia will shed light on a reader's struggles and help identify the best form of intervention, Julian G. Elliott and Elena L. Grigorenko show that it adds little value. In fact, our problematic interpretation of the term could prove to be a major disservice to many children with difficulties learning to read. This book outlines in detail the diverse ways in which reading problems have been conceptualized and operationalized. Elliott and Grigorenko consider the latest research in cognitive science, genetics, and neuroscience, and the limitations of these fields in terms of professional action. They then provide a more helpful, scientifically rigorous way to describe the various types of reading difficulties and discuss empirically supported forms of intervention.

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Elliott, Julian G.;grigorenko, Elena L.
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Julian G. Elliott, Elena L. Grigorenko
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Descripción CAMBRIDGE UNIVERSITY PRESS, United Kingdom, 2014. Paperback. Estado de conservación: New. 226 x 152 mm. Language: English . Brand New Book. The Dyslexia Debate examines how we use the term dyslexia and questions its efficacy as a diagnosis. While many believe that a diagnosis of dyslexia will shed light on a reader s struggles and help identify the best form of intervention, Julian G. Elliott and Elena L. Grigorenko show that it adds little value. In fact, our problematic interpretation of the term could prove to be a major disservice to many children with difficulties learning to read. This book outlines in detail the diverse ways in which reading problems have been conceptualized and operationalized. Elliott and Grigorenko consider the latest research in cognitive science, genetics, and neuroscience, and the limitations of these fields in terms of professional action. They then provide a more helpful, scientifically rigorous way to describe the various types of reading difficulties and discuss empirically supported forms of intervention. Nº de ref. de la librería AAU9780521135870

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Julian G. Elliott, Elena L. Grigorenko
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Descripción CAMBRIDGE UNIVERSITY PRESS, United Kingdom, 2014. Paperback. Estado de conservación: New. 226 x 152 mm. Language: English . Brand New Book. The Dyslexia Debate examines how we use the term dyslexia and questions its efficacy as a diagnosis. While many believe that a diagnosis of dyslexia will shed light on a reader s struggles and help identify the best form of intervention, Julian G. Elliott and Elena L. Grigorenko show that it adds little value. In fact, our problematic interpretation of the term could prove to be a major disservice to many children with difficulties learning to read. This book outlines in detail the diverse ways in which reading problems have been conceptualized and operationalized. Elliott and Grigorenko consider the latest research in cognitive science, genetics, and neuroscience, and the limitations of these fields in terms of professional action. They then provide a more helpful, scientifically rigorous way to describe the various types of reading difficulties and discuss empirically supported forms of intervention. Nº de ref. de la librería AAU9780521135870

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Julian G. Elliott, Elena L. Grigorenko
Editorial: Cambridge University Press 2014-03-24, Cambridge (2014)
ISBN 10: 0521135877 ISBN 13: 9780521135870
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Descripción Cambridge University Press 2014-03-24, Cambridge, 2014. paperback. Estado de conservación: New. Nº de ref. de la librería 9780521135870

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Julian G. Elliott, Elena L. Grigorenko
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Descripción Cambridge University Press. Paperback. Estado de conservación: new. BRAND NEW, The Dyslexia Debate, Julian G. Elliott, Elena L. Grigorenko, The Dyslexia Debate examines how we use the term 'dyslexia' and questions its efficacy as a diagnosis. While many believe that a diagnosis of dyslexia will shed light on a reader's struggles and help identify the best form of intervention, Julian G. Elliott and Elena L. Grigorenko show that it adds little value. In fact, our problematic interpretation of the term could prove to be a major disservice to many children with difficulties learning to read. This book outlines in detail the diverse ways in which reading problems have been conceptualized and operationalized. Elliott and Grigorenko consider the latest research in cognitive science, genetics, and neuroscience, and the limitations of these fields in terms of professional action. They then provide a more helpful, scientifically rigorous way to describe the various types of reading difficulties and discuss empirically supported forms of intervention. Nº de ref. de la librería B9780521135870

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Descripción Estado de conservación: New. Depending on your location, this item may ship from the US or UK. Nº de ref. de la librería 97805211358700000000

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Descripción Paperback. Estado de conservación: New. Not Signed; The Dyslexia Debate examines how we use the term 'dyslexia' and questions its efficacy as a diagnosis. While many believe that a diagnosis of dyslexia will shed light on a reader's struggles and help identify the best form of intervention, Julian G. Elliott and Elena L. Grigorenko show that it adds. book. Nº de ref. de la librería ria9780521135870_rkm

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Descripción Cambridge University Press, 2014. PAP. Estado de conservación: New. New Book.Shipped from US within 10 to 14 business days. Established seller since 2000. Nº de ref. de la librería IB-9780521135870

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Descripción Cambridge University Press, 2014. PAP. Estado de conservación: New. New Book. Shipped from UK in 4 to 14 days. Established seller since 2000. Nº de ref. de la librería GB-9780521135870

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Descripción Cambridge Univ Pr, 2014. Paperback. Estado de conservación: Brand New. 292 pages. 8.75x6.00x0.75 inches. In Stock. Nº de ref. de la librería __0521135877

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