Editorial

Literatur

• Berch, D. B. , Mazzocco, M. M. M. (Eds.). (2007). Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities. Baltimore, MD: Paul H. Brooks Publishing Co. Google Scholar

• Elliott, J. G. , Gibbs, S. (2008). Does dylexia exist? Journal of Philosophy of Education, 42, 475–491. Crossref, Google Scholar

• Francis, D. J. , Fletcher, J. M. , Stuebing, K. K. , Lyon, G. R. , Shaywitz, F. A. , Shaywitz, S. E. (2005). Psychometric approaches to the identification of LD: IQ and achievement scores are not sufficient. Journal of Learning Disabilities, 38, 98–108. Crossref, Google Scholar

• Fuchs, L. S. , Compton, D. L. , Fuchs, D. , Paulsen, K. , Bryant, J. D. , Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology, 97, 493–513. Crossref, Google Scholar

• Hasselhorn, M. , Schuchardt, K. (2006). Lernstörungen: Eine kritische Skizze zur Epidemiologie. Kindheit und Entwicklung, 15, 208–215. Link, Google Scholar

• Shaywitz, S. E. , Escobar, M. D. , Shaywitz, B. A. , Fletcher, J. M. , Makuch, R. (1992). Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability. New England Journal of Medicine, 326, 145–150. Crossref, Google Scholar

• Snowling, M. J. (2008). Specific disorders and broader phenotypes: The case of dyslexia. The Quarterly Journal of Experimental Psychology, 61, 142–156. Crossref, Google Scholar