The Cambridge Handbook of Dyslexia and Dyscalculia - Title page

pp iii-iii

Copyright page

pp iv-iv

Contents

pp v-vii

Figures and Tables

pp viii-ix

Contributors

pp x-xiii

Acknowledgements

pp xiv-xiv

General Introduction

pp 1-2

Part I - Theoretical Frameworks and Computational Models

pp 3-62

1 - Theories of Dyslexia

pp 5-24

2 - Theories of Dyscalculia

pp 25-44

3 - Computational Models of Reading and Mathematical Difficulties

pp 45-60

Summary: Theoretical Frameworks and Computational Models

pp 61-62

Part II - Cognitive Profiles and Behavioural Manifestations

pp 63-98

4 - Cognitive Profiles and Co-occurrence of Dyslexia and Dyscalculia

pp 65-82

5 - Reading and Mathematics Anxiety

pp 83-97

Summary: Cognitive Profiles and Behavioural Manifestations

pp 98-98

Part III - Genetic and Environmental Influences

pp 99-152

6 - Genetic and Environmental Influences on Dyslexia and Dyscalculia

pp 101-114

7 - Pre- and Postnatal Environmental Effects on Learning to Read and Mathematical Learning

pp 115-150

Summary: Genetic and Environmental Influences

pp 151-152

Part IV - Neurodevelopmental Foundations

pp 153-230

8 - Neurogenetic Insights into the Origins of Dyslexia and Dyscalculia

pp 155-161

9 - Longitudinal Neural Observation Studies of Dyslexia

pp 162-182

10 - Longitudinal Neural Observation Studies of Dyscalculia

pp 183-201

11 - Neuroplasticity in Response to Reading Intervention

pp 202-211

12 - Neuroplasticity in Response to Mathematical Intervention

pp 212-228

Summary: Neurodevelopmental Foundations

pp 229-230

Part V - Gender, Ethnicity, and Socioeconomic Background

pp 231-264

13 - Gender and Sex Differences in Dyslexia and Dyscalculia

pp 233-250