The Dyslexia Debate

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9780521135870: The Dyslexia Debate

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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Book Description:

'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, The Newgrange and Laurel Schools, Princeton

'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, and Director, Center for Reading and Language Research, Tufts University

Book Description:

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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Elliott, Julian G.; Grigorenko, Elena L.
ISBN 10: 0521135877 ISBN 13: 9780521135870
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Elliott, Julian G.; Grigorenko, Elena L.
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ISBN 10: 0521135877 ISBN 13: 9780521135870
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Descrizione libro CAMBRIDGE UNIVERSITY PRESS, United Kingdom, 2014. Paperback. Condizione libro: 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. Codice libro della libreria AAU9780521135870

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Elliott, Julian G.; Grigorenko, Elena L.
Editore: CAMBRIDGE UNIVERSITY PRESS, United Kingdom (2014)
ISBN 10: 0521135877 ISBN 13: 9780521135870
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Descrizione libro CAMBRIDGE UNIVERSITY PRESS, United Kingdom, 2014. Paperback. Condizione libro: 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. Codice libro della libreria AAU9780521135870

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Elliott, Julian G.; Grigorenko, Elena L.
Editore: Cambridge University Press (2014)
ISBN 10: 0521135877 ISBN 13: 9780521135870
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Descrizione libro Cambridge University Press, 2014. Condizione libro: New. Brand New, Unread Copy in Perfect Condition. A+ Customer Service! Summary: An examination of how we use the term 'dyslexia' and how this may undermine aid for struggling readers. Codice libro della libreria ABE_book_new_0521135877

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Elliott, Julian G.; Grigorenko, Elena L.
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ISBN 10: 0521135877 ISBN 13: 9780521135870
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Descrizione libro Cambridge University Press, 2014. Condizione libro: New. An examination of how we use the term 'dyslexia' and how this may undermine aid for struggling readers. Series: Cambridge Studies in Cognitive & Perceptual Development. Num Pages: 285 pages, 2 b/w illus. 4 colour illus. 1 table. BIC Classification: JNC; JNSG1. Category: (U) Tertiary Education (US: College). Dimension: 229 x 154 x 15. Weight in Grams: 422. . 2014. Paperback. . . . . . Codice libro della libreria V9780521135870

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Elliott, Julian G.; Grigorenko, Elena L.
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ISBN 10: 0521135877 ISBN 13: 9780521135870
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Descrizione libro Cambridge University Press. Paperback. Condizione libro: 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. Codice libro della libreria B9780521135870

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Elliott, Julian G.; Grigorenko, Elena L.
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Descrizione libro Cambridge University Press 2014-03-24, 2014. Condizione libro: New. Brand new book, sourced directly from publisher. Dispatch time is 24-48 hours from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely. Codice libro della libreria NU-GRD-05095448

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Elliott, Julian G.; Grigorenko, Elena L.
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ISBN 10: 0521135877 ISBN 13: 9780521135870
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Descrizione libro Cambridge University Press. Condizione libro: New. An examination of how we use the term 'dyslexia' and how this may undermine aid for struggling readers. Series: Cambridge Studies in Cognitive & Perceptual Development. Num Pages: 285 pages, 2 b/w illus. 4 colour illus. 1 table. BIC Classification: JNC; JNSG1. Category: (U) Tertiary Education (US: College). Dimension: 229 x 154 x 15. Weight in Grams: 422. . 2014. Paperback. . . . . Books ship from the US and Ireland. Codice libro della libreria V9780521135870

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Elliott, Julian G.; Grigorenko, Elena L.
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ISBN 10: 0521135877 ISBN 13: 9780521135870
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Descrizione libro Cambridge University Press 2014-03-24, Cambridge, 2014. paperback. Condizione libro: New. Codice libro della libreria 9780521135870

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Elliott, Julian G.; Grigorenko, Elena L.
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ISBN 10: 0521135877 ISBN 13: 9780521135870
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Descrizione libro Cambridge University Press, 2014. Paperback. Condizione libro: New. book. Codice libro della libreria 0521135877

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