Isbn: 9781474233750 - dyslexia: developing the debate (key debates in educational policy) (26 resultados)

Paperback. Condición: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

paperback. Condición: Good. Most items will be dispatched the same or the next working day. A copy that has been read but remains in clean condition. All of the pages are intact and the cover is intact and the spine may show signs of wear. The book may have minor markings which are not specifically mentioned.…

Condición: Very Good. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Paperback. Condición: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.

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Condición: new.

Paperback. Condición: New. Dyslexia is often presented as a clearly delineated condition that can be diagnosed on the basis of appropriate cognitive tests with corresponding forms on intervention. However, this approachable text explores the issues behind this assertion in bringing together leading figures in the field to debate dyslexia.Julian Elliott shows that understandings and usage of the dyslexia label vary substantially with little consensus or agreement and in putting forward his critique draws upon research in several disciplinary fields to demonstrate the irrationality of these arguments. Roderick I. Nicolson demonstrates that current approaches to understanding, identification and support of dyslexia are catastrophically flawed in terms of their failure to consider the developmental nature of dyslexia. He develops two themes: first that the underlying cause of dyslexia is 'delayed neural commitment' for skills and neural circuits, and second that the cause of the reading disability is the introduction of formal instruction before the dyslexic child's neural circuits for executive function are sufficiently developed. He argues that a more effective and cost-effective approach to identification and support involves 'assessment for dyslexia' rather than 'of dyslexia'. Elliott and Nicolson respond to the points each other raise before Andrew Davis investigates how far the key claims of Elliott and Nicolson can withstand close conceptual investigation, and explores the inherent limitations of scientific research on this topic, given the value and conceptual issues concerned.…

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Condición: New.

Condición: New. Editor(s): Davis, Andrew. Series Editor(s): Winch, Christopher. Series: Key Debates in Educational Policy. Num Pages: 224 pages, 6 bw illus. BIC Classification: JNSG1. Category: (P) Professional & Vocational. Dimension: 140 x 216 x 15. Weight in Grams: 292. . 2016. Paperback. . . . .

Condición: New. pp. 208.

Condición: New. Editor(s): Davis, Andrew. Series Editor(s): Winch, Christopher. Series: Key Debates in Educational Policy. Num Pages: 224 pages, 6 bw illus. BIC Classification: JNSG1. Category: (P) Professional & Vocational. Dimension: 140 x 216 x 15. Weight in Grams: 292. . 2016. Paperback. . . . . Books ship from the US and Ireland. …

paperback. Condición: New.

Condición: As New. Unread book in perfect condition.

Condición: New. pp. 208.

Paperback / softback. Condición: New. New copy - Usually dispatched within 4 working days.

Paperback. Condición: Brand New. 207 pages. 8.25x5.25x0.50 inches. In Stock.

Condición: As New. Unread book in perfect condition.

Condición: New.

Taschenbuch. Condición: Neu. Neuware - Dyslexia is often presented as a clearly delineated condition that can be diagnosed on the basis of appropriate cognitive tests with corresponding forms on intervention. However, this approachable text explores the issues behind this assertion in bringing together leading figures in the field to debate dyslexia.Julian Elliott shows that understandings and usage of the dyslexia label vary substantially with little consensus or agreement and in putting forward his critique draws upon research in several disciplinary fields to demonstrate the irrationality of these arguments. Roderick I. Nicolson demonstrates that current approaches to understanding, identification and support of dyslexia are catastrophically flawed in terms of their failure to consider the developmental nature of dyslexia. He develops two themes: first that the underlying cause of dyslexia is 'delayed neural commitment' for skills and neural circuits, and second that the cause of the reading disability is the introduction of formal instruction before the dyslexic child's neural circuits for executive function are sufficiently developed. He argues that a more effective and cost-effective approach to identification and support involves 'assessment for dyslexia' rather than 'of dyslexia'. Elliott and Nicolson respond to the points each other raise before Andrew Davis investigates how far the key claims of Elliott and Nicolson can withstand close conceptual investigation, and explores the inherent limitations of scientific research on this topic, given the value and conceptual issues concerned.…

Kartoniert / Broschiert. Condición: New. Clarifies the evidence base for different forms of intervention.

Paperback. Condición: New. Dyslexia is often presented as a clearly delineated condition that can be diagnosed on the basis of appropriate cognitive tests with corresponding forms on intervention. However, this approachable text explores the issues behind this assertion in bringing together leading figures in the field to debate dyslexia.Julian Elliott shows that understandings and usage of the dyslexia label vary substantially with little consensus or agreement and in putting forward his critique draws upon research in several disciplinary fields to demonstrate the irrationality of these arguments. Roderick I. Nicolson demonstrates that current approaches to understanding, identification and support of dyslexia are catastrophically flawed in terms of their failure to consider the developmental nature of dyslexia. He develops two themes: first that the underlying cause of dyslexia is 'delayed neural commitment' for skills and neural circuits, and second that the cause of the reading disability is the introduction of formal instruction before the dyslexic child's neural circuits for executive function are sufficiently developed. He argues that a more effective and cost-effective approach to identification and support involves 'assessment for dyslexia' rather than 'of dyslexia'. Elliott and Nicolson respond to the points each other raise before Andrew Davis investigates how far the key claims of Elliott and Nicolson can withstand close conceptual investigation, and explores the inherent limitations of scientific research on this topic, given the value and conceptual issues concerned.…

Paperback. Condición: Brand New. 207 pages. 8.25x5.25x0.50 inches. In Stock. This item is printed on demand.

Paperback. Condición: new. Paperback. Dyslexia is often presented as a clearly delineated condition that can be diagnosed on the basis of appropriate cognitive tests with corresponding forms on intervention. However, this approachable text explores the issues behind this assertion in bringing together leading figures in the field to debate dyslexia.Julian Elliott shows that understandings and usage of the dyslexia label vary substantially with little consensus or agreement and in putting forward his critique draws upon research in several disciplinary fields to demonstrate the irrationality of these arguments. Roderick I. Nicolson demonstrates that current approaches to understanding, identification and support of dyslexia are catastrophically flawed in terms of their failure to consider the developmental nature of dyslexia. He develops two themes: first that the underlying cause of dyslexia is delayed neural commitment for skills and neural circuits, and second that the cause of the reading disability is the introduction of formal instruction before the dyslexic childs neural circuits for executive function are sufficiently developed. He argues that a more effective and cost-effective approach to identification and support involves assessment for dyslexia rather than of dyslexia. Elliott and Nicolson respond to the points each other raise before Andrew Davis investigates how far the key claims of Elliott and Nicolson can withstand close conceptual investigation, and explores the inherent limitations of scientific research on this topic, given the value and conceptual issues concerned. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Paperback. Condición: new. Paperback. Dyslexia is often presented as a clearly delineated condition that can be diagnosed on the basis of appropriate cognitive tests with corresponding forms on intervention. However, this approachable text explores the issues behind this assertion in bringing together leading figures in the field to debate dyslexia.Julian Elliott shows that understandings and usage of the dyslexia label vary substantially with little consensus or agreement and in putting forward his critique draws upon research in several disciplinary fields to demonstrate the irrationality of these arguments. Roderick I. Nicolson demonstrates that current approaches to understanding, identification and support of dyslexia are catastrophically flawed in terms of their failure to consider the developmental nature of dyslexia. He develops two themes: first that the underlying cause of dyslexia is delayed neural commitment for skills and neural circuits, and second that the cause of the reading disability is the introduction of formal instruction before the dyslexic childs neural circuits for executive function are sufficiently developed. He argues that a more effective and cost-effective approach to identification and support involves assessment for dyslexia rather than of dyslexia. Elliott and Nicolson respond to the points each other raise before Andrew Davis investigates how far the key claims of Elliott and Nicolson can withstand close conceptual investigation, and explores the inherent limitations of scientific research on this topic, given the value and conceptual issues concerned. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.…