000			02136nam a22003257a 4500
001			sulb-eb0015176
003			BD-SySUS
005			20160405134116.0
008			110216s2014||||enk o ||1 0|eng|d
020			_a9781139017824 (ebook)
020			_z9780521119863 (hardback)
020			_z9780521135870 (paperback)
040			_aUkCbUP _beng _erda _cUkCbUP _dBD-SySUS.
050	0	0	_aRJ496.A5 _bE5 2014
082	0	0	_a618.92/8553 _223
100	1		_aElliott, Julian G., _eauthor.
245	1	4	_aThe Dyslexia Debate / _cJulian G. Elliott, Elena L. Grigorenko.
264		1	_aCambridge : _bCambridge University Press, _c2014.
300			_a1 online resource (296 pages) : _bdigital, PDF file(s).
490	0		_aCambridge Studies in Cognitive and Perceptual Development ; _v14
500			_aTitle from publisher's bibliographic system (viewed on 04 Apr 2016).
520			_aThe 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.
650		0	_aChild Development
650		0	_aChild Psychology
700	1		_aGrigorenko, Elena L., _eauthor.
776	0	8	_iPrint version: _z9780521119863
830		0	_aCambridge Studies in Cognitive and Perceptual Development ; _v14.
856	4	0	_uhttp://dx.doi.org/10.1017/CBO9781139017824
942			_2Dewey Decimal Classification _ceBooks
999			_c37020 _d37020