The dyslexia debate /

The dyslexia debate /

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Bibliographic Details
Author / Creator:	Elliott, Julian, 1955- author.
Imprint:	New York, NY : Cambridge University Press, 2014.
Description:	xvii, 271 pages ; 23 cm.
Language:	English
Series:	Cambridge studies in cognitive and perceptual development ; 14 Cambridge studies in cognitive perceptual development ; 14.
Subject:	Dyslexia. Dyslexia -- Diagnosis. Dyslexia -- diagnosis. Child Development. Child Psychology. Dyslexia. Dyslexia -- Diagnosis.
Format:	Print Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/9972820

Hidden Bibliographic Details
Other authors / contributors:	Grigorenko, Elena L., author.
ISBN:	9780521119863 (hardback : alk. paper) 0521119863 (hardback : alk. paper) 9780521135870 (paperback : alk. paper) 0521135877 (paperback : alk. paper)
Notes:	Includes bibliographical references and index.
Summary:	"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"--Provided by publisher.

Description
Summary:	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.
Physical Description:	xvii, 271 pages ; 23 cm.
Bibliography:	Includes bibliographical references and index.
ISBN:	9780521119863 0521119863 9780521135870 0521135877