LEADER 01882oam 2200493zu 450 001 996216627803316 005 20210807003140.0 010 $a1-5090-9265-X 035 $a(CKB)1000000000711337 035 $a(SSID)ssj0000395893 035 $a(PQKBManifestationID)12133635 035 $a(PQKBTitleCode)TC0000395893 035 $a(PQKBWorkID)10459844 035 $a(PQKB)10651899 035 $a(EXLCZ)991000000000711337 100 $a20160829d2007 uy 101 0 $aeng 181 $ctxt 182 $cc 183 $acr 200 10$aPMA 2006 : Second International Symposium on Plant Growth Modeling, Simulation, Visualization and their Applications : proceedings, 13-17 October 2006, Beijing, P.R. China 210 31$a[Place of publication not identified]$cIEEE Computer Society$d2007 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-7695-2851-1 606 $aGrowth (Plants)$xMathematical models$vCongresses 606 $aGrowth (Plants)$xData processing$vCongresses 606 $aBotany$2HILCC 606 $aEarth & Environmental Sciences$2HILCC 606 $aPlant Physiology$2HILCC 615 0$aGrowth (Plants)$xMathematical models 615 0$aGrowth (Plants)$xData processing 615 7$aBotany 615 7$aEarth & Environmental Sciences 615 7$aPlant Physiology 676 $a571.8/20285 702 $aZhang$b Xiao-Peng 702 $aFourcaud$b Thierry 702 $aZhang$b Xiao-Peng 712 12$aInternational Symposium on Plant Growth Modeling, Simulation, Visualization and their Applications 801 0$bPQKB 906 $aPROCEEDING 912 $a996216627803316 996 $aPMA 2006 : Second International Symposium on Plant Growth Modeling, Simulation, Visualization and their Applications : proceedings, 13-17 October 2006, Beijing, P.R. China$92337573 997 $aUNISA LEADER 04050nam 22006731 450 001 9910953194003321 005 20200514202323.0 010 $a9781474233767 010 $a1474233767 010 $a9781474233743 010 $a1474233740 024 7 $a10.5040/9781474233767 035 $a(CKB)3710000000648942 035 $a(EBL)4512050 035 $a(SSID)ssj0001654830 035 $a(PQKBManifestationID)16435339 035 $a(PQKBTitleCode)TC0001654830 035 $a(PQKBWorkID)14983794 035 $a(PQKB)11479499 035 $a(MiAaPQ)EBC4512050 035 $a(OCoLC)947837819 035 $a(UtOrBLW)bpp09259819 035 $a(UtOrBLW)BP9781474233767BC 035 $a(Perlego)808222 035 $a(EXLCZ)993710000000648942 100 $a20160427d2016 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDyslexia $edeveloping the debate /$fJulian Elliott and Roderick I. Nicolson ; edited by Andrew Davis 210 1$aLondon ;$aNew York :$cBloomsbury Academic,$d2016. 215 $a1 online resource (218 p.) 225 0 $aKey debates in educational policy 300 $aDescription based upon print version of record. 311 08$a9781474233750 311 08$a1474233759 320 $aIncludes bibliographical references and index. 327 $aMachine generated contents note: Series Editor's Preface -- Key Debates in Educational Policy, Christopher Winch -- Notes on Contributors -- Introduction, Andrew Davis -- Part One Developmental Dyslexia: The Bigger Picture, Roderick I. Nicolson -- Part Two Dyslexia: Beyond the Debate, Julian Elliott -- Part Three Response to Julian Elliott, Roderick I. Nicolson -- Part Four Response to Roderick I. Nicolson, Julian Elliott -- Afterword: Some Philosophical Reflections, Andrew Davis -- Bibliography -- Index. 330 $a"Dyslexia is often presented as a clearly delineated condition that can be diagnosed on the basis of appropriate cognitive tests with corresponding forms on intervention. However, this approachable text explores the issues behind this assertion in bringing together leading figures in the field to debate dyslexia. Julian Elliott shows that understandings and usage of the dyslexia label vary substantially with little consensus or agreement and in putting forward his critique draws upon research in several disciplinary fields to demonstrate the irrationality of these arguments. Roderick I. Nicolson demonstrates that current approaches to understanding, identification and support of dyslexia are catastrophically flawed in terms of their failure to consider the developmental nature of dyslexia. He develops two themes: first that the underlying cause of dyslexia is 'delayed neural commitment' for skills and neural circuits, and second that the cause of the reading disability is the introduction of formal instruction before the dyslexic child's neural circuits for executive function are sufficiently developed. He argues that a more effective and cost-effective approach to identification and support involves 'assessment for dyslexia' rather than 'of dyslexia'. Elliott and Nicolson respond to the points each other raise before Andrew Davis investigates how far the key claims of Elliott and Nicolson can withstand close conceptual investigation, and explores the inherent limitations of scientific research on this topic, given the value and conceptual issues concerned."--$cProvided by publisher. 410 0$aKey debates in educational policy. 606 $aDyslexia$xDiagnosis 606 $aDyslexia$xTreatment 606 $aDyslexia 606 $2Education 615 0$aDyslexia$xDiagnosis. 615 0$aDyslexia$xTreatment. 615 0$aDyslexia. 676 $a616.85/53 700 $aElliott$b Julian$f1955-$0897842 702 $aNicolson$b Rod 801 0$bUtOrBLW 801 1$bUtOrBLW 801 2$bUkLoBP 906 $aBOOK 912 $a9910953194003321 996 $aDyslexia$94477099 997 $aUNINA