pesifikke l?revansker knyttet til spr?k og kognisjon (SPED3000/SPED3100)
Matematikkvansker
Aunio, P. & R?s?nen, P. (2015). Core numerical skills for learning mathematics in children aged five to eight years - a working model for educators. European Journal of Early Childhood Education Research. (21 s.)
Befring, E. & Tangen, r. (red.) (2012/2014): Spesialpedagogikk. Oslo: Cappelen Akademiske Forlag. Kap 18: N?r matematikk blir vanskelig – matematikkvansker
i elev- og undervisningsperspektiv. (13 s.)
Dowker, A., Sarkar, A. & Looi, C. Y. (2016). Mathematics Anxiety: What Have We Learned in 60 Years? Frontiers in Psychology, 7, Article 508. (16 s.)
Emerson, J. (2010). The dyscalculia assessment. Kap. 4. (66 s.) (Available via Canvas)
Geary, D. (2011). Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics. Journal of developmental & behavioral Pediatrics. 32, 250-263. (14 s.)
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Pages 1-47. Available from: https://ies.ed.gov/ncee/wwc/PracticeGuide/2
Holm, M. (2012) : Oppl?ring i matematikk , Oslo: Cappelen Damm Akademisk. (144 s.)
Hulme, C. & Snowling, M. J. (2009): Developmental Disorders of Language Learning and Cognition, Chichester, WS.: Wiley-Blackwell. Kap. 5.: Mathematics Disorder. (36 s.)
Ostad, S. A. (2013): Strategier, strategiobservasjon og strategioppl?ring – Med fokus p? elever med matematikkvansker, 2. utgave. Trondheim: L?rebokforlaget A/S. (83 s.)
Price, G.R & Ansari, D. (2013). Dyscalculia: Characteristics, Causes and Treatments. Numeracy: Advancing Education in Quantitative Literacy, 6 (1) article 2, 1-16. (17 s.)
Lese- og skrivevansker
Br?ten, I. (red.) (2007): Leseforst?else. Lesing i kunnskapssamfunnet – teori og praksis, Oslo: Cappelen akademisk forlag. Kap. 3. (37 s.)
Hagtvet, B., Frost,J., & Refsahl, V. (2015): Den intensive leseoppl?ringen. Oslo, Cappelen Akademisk. Kap. 3 og 6. (79 s.)
Hulme, C. & Snowling, M.J. (2009): Developmental Disorders of Language Learning and Cognition, Chichester, WS.: Wiley-Blackwell. Kap. 2-3: Reading disorders I og II. (91 s.)
Kamhi, A.G. & Catts, H. W.(red) (2011/2013): Language and Reading Disabilities, 3. edition, Boston: Pearson Education, Inc. Kap. 1–2 og 5–10. (214 s.)
Lyster, S-A.H. (2011): ? l?re ? lese og skrive, 2.utg, Oslo: Gyldendal akademisk. (160 s.)
Spr?kvansker
Befring, E. & Tangen, r. (red.) (2012/2014): Spesialpedagogikk. Oslo: Cappelen Akademiske Forlag. Kap 16: Spr?kvansker hos barn. (15 s.)
Hulme, C. & Snowling, M.J. (2009): Developmental Disorders of Language Learning and Cognition, Chichester, WS: Wiley-Blackwell. Kap. 4: Specific Language Impairment. (42 s.)
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