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The Dyslexia Debate. / Elliot, J.; Grigorenko , Elena L.

New York : Cambridge University Press, 2014.

Результаты исследований: Книги, отчёты, сборники › книга, в т.ч. монография, учебник › научная › Рецензирование

Harvard

Elliot, J & Grigorenko , EL 2014, The Dyslexia Debate. Cambridge University Press, New York.

APA

Elliot, J., & Grigorenko , E. L. (2014). The Dyslexia Debate. Cambridge University Press.

Vancouver

Elliot J, Grigorenko EL. The Dyslexia Debate. New York: Cambridge University Press, 2014.

Author

Elliot, J. ; Grigorenko , Elena L. / The Dyslexia Debate. New York : Cambridge University Press, 2014.

BibTeX

@book{286b2e2ab70a405bbcede6cd549569fa,
title = "The Dyslexia Debate",
abstract = "he 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. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",
author = "J. Elliot and Grigorenko, {Elena L.}",
year = "2014",
month = mar,
day = "24",
language = "English",
publisher = "Cambridge University Press",
address = "United Kingdom",

}

RIS

TY - BOOK

T1 - The Dyslexia Debate

AU - Elliot, J.

AU - Grigorenko , Elena L.

PY - 2014/3/24

Y1 - 2014/3/24

N2 - he 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. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

AB - he 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. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

UR - https://psycnet.apa.org/record/2014-11802-000

UR - https://www.cambridge.org/core/books/dyslexia-debate/9A6FB53788DB1830CFA83ED5168133A6

M3 - Book

BT - The Dyslexia Debate

PB - Cambridge University Press

CY - New York

ER -

ID: 69821797