Details

List of Figures and Boxes. <p>Acknowledgements.</p> <p>1 Understanding Developmental Cognitive Disorders.</p> <p>2 Reading Disorders I: Developmental Dyslexia.</p> <p>3 Reading Disorders II: Reading Comprehension Impairment.</p> <p>4 Specific Language Impairment.</p> <p>5 Mathematics Disorder.</p> <p>6 Developmental Coordination Disorder.</p> <p>7 Attention Deficit Hyperactivity Disorder.</p> <p>8 Autism Spectrum Disorder.</p> <p>9 Understanding Developmental Disorders: Progress and Prospects.</p> <p>Glossary.</p> <p>References.</p> <p>Index.</p>

"This book will be indispensable in providing a broad understanding of the field for researchers specialising in specific disorders and the sections on the application of research findings to treatment interventions will be of particular interest to clinicians. The book is accessible and well written and is likely to be a key text on undergraduate and postgraduate courses." Child and Adolescent Mental Health, 2012

<b>Charles Hulme</b> is Professor of Psychology at the University of York. He has conducted research on a wide range of developmental disorders. His current research focuses particularly on interventions to ameliorate children’s reading and language difficulties. <br /> <p><b>Margaret J. Snowling</b> is Professor of Psychology at the University of York and a qualified clinical psychologist. She is widely recognized as an expert in the field of children's reading and language difficulties.</p>

This important new text provides an up-to-date review of our knowledge of a wide range of developmental disorders of language, learning and cognition. Explanations for each disorder are considered in relation to our understanding of typical development. The book focuses on cognitive theories of each disorder but also considers their biological bases and methods of treatment. The text is ideal for undergraduate or graduate students of psychology and other academic and clinical audiences, including educational and clinical psychologists and speech and language therapists.

“This is a must-have book for anyone interested in learning disabilities. Hulme and Snowling are two of the world’s experts in this rapidly developing field and their command of their topic is awe-inspiring. They have produced a beautifully written, amply illustrated, and wonderfully accessible introduction to the emerging science of atypical development.”<br /> –<b>Dr Bruce F. Pennington</b>, Department of Psychology, University of Denver <p>“No student of cognitive development and cognitive disorders can do without this book. It is a milestone in steady progress of evidence-based knowledge that is ripe for transfer to the school and to the clinic.”<br /> –<b>Uta Frith</b>, Emeritus Professor of Cognitive Development, UCL Institute of Cognitive Neuroscience</p> <p>“A scholarly and well-organized account of the field. The book is authoritative because the authors themselves have conducted major research projects on all of the conditions featured in the text.”<br /> –<b>Dorothy Bishop</b>, Professor of Developmental Neuropsychology, Department of Experimental Psychology, University of Oxford</p> <p>“An outstandingly good book. The authors are obviously masters of the science. The book argues persuasively for the need to take a developmental perspective.”<br /> –<b>Professor Sir Michael Rutter</b>, Institute of Psychiatry, London</p> <p>“In this outstanding book, the authors cover the full range of developmental disorders associated with language and cognition. They make a compelling case for the need to ground theories of atypical development in deep understanding of typical development. The presentation is at once sophisticated yet very accessible.”<br /> –<b>Professor Robert Kail</b>, Department of Psychological Sciences, Purdue University</p>

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