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Does dyslexia exist?

Margaret J. Snowling.

in Dyslexia: A Very Short Introduction

May 2019; p ublished online May 2019 .

Chapter. Subjects: Neuroscience; Psychology of Learning; Educational Psychology; Cognitive Linguistics. 3047 words.

Difficulties with reading and writing have wide-ranging effects beyond academic achievement, including effects on career opportunities, personal well-being, and to some extent mental...

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Dyslexia: A Very Short Introduction

Margaret J. Snowling.

May 2019; p ublished online May 2019 .

Book. Subjects: Neuroscience; Psychology of Learning; Educational Psychology; Cognitive Linguistics. 168 pages.

Dyslexia: A Very Short Introduction provides an accessible overview of the innovative research surrounding dyslexia, beginning with its history, and drawing on the experiences...

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Dyslexia genes and the environment—a class act?

Margaret J. Snowling.

in Dyslexia: A Very Short Introduction

May 2019; p ublished online May 2019 .

Chapter. Subjects: Neuroscience; Psychology of Learning; Educational Psychology; Cognitive Linguistics. 4933 words.

‘Dyslexia genes and the environment—a class act?’ considers the biological bases of dyslexia. Is dyslexia heritable? It has been known for many years that dyslexia runs in families. Like...

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The dyslexic brain

Margaret J. Snowling.

in Dyslexia: A Very Short Introduction

May 2019; p ublished online May 2019 .

Chapter. Subjects: Neuroscience; Psychology of Learning; Educational Psychology; Cognitive Linguistics. 3718 words.

All behaviour, including reading, is controlled by the brain. It is therefore natural to ask: are there differences in brain structure or function in dyslexia that cause difficulties in...

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How to learn to read (or not)

Margaret J. Snowling.

in Dyslexia: A Very Short Introduction

May 2019; p ublished online May 2019 .

Chapter. Subjects: Neuroscience; Psychology of Learning; Educational Psychology; Cognitive Linguistics. 6363 words.

‘How to learn to read (or not)’ looks at the stages through which a child must progress on the journey to literacy and the demands of learning to read. It argues that literacy builds on a...

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The three Cs

Margaret J. Snowling.

in Dyslexia: A Very Short Introduction

May 2019; p ublished online May 2019 .

Chapter. Subjects: Neuroscience; Psychology of Learning; Educational Psychology; Cognitive Linguistics. 2874 words.

Dyslexia is not a ‘category’— it exists on a continuum. Even if it is difficult to be precise about the criteria for defining dyslexia, there are strong theoretical and moral grounds to use...

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What are the cognitive causes of dyslexia?

Margaret J. Snowling.

in Dyslexia: A Very Short Introduction

May 2019; p ublished online May 2019 .

Chapter. Subjects: Neuroscience; Psychology of Learning; Educational Psychology; Cognitive Linguistics. 6943 words.

The defining feature of dyslexia—poor reading—is a behaviour that depends upon a range of cognitive abilities. A key challenge is to understand dyslexia’s cognitive or ‘proximal’ causes....

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What works for dyslexia?

Margaret J. Snowling.

in Dyslexia: A Very Short Introduction

May 2019; p ublished online May 2019 .

Chapter. Subjects: Neuroscience; Psychology of Learning; Educational Psychology; Cognitive Linguistics. 6938 words.

There is no ‘quick fix’ or cure for dyslexia; it is a lifelong condition. Nevertheless, there are ways of helping to improve reading and spelling as well as ways to get around some of the...

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