Research

S. - H. Chang and Yu, N. - Y., “The effect of computer-assisted therapeutic practice for children with handwriting deficit: a comparison with the effect of the traditional sensorimotor approach.”, Res Dev Disabil, vol. 35, no. 7, pp. 1648-57, 2014.

F. Rafie, Ghasemi, A., Jam, A. Zamani, and Jalali, S., “Effect of exercise intervention on the perceptual-motor skills in adolescents with autism.”, J Sports Med Phys Fitness, vol. 57, no. 1-2, pp. 53-59, 2017.

H. W. Thorpe and Borden, K. S., “The effect of multisensory instruction upon the on-task behaviors and word reading accuracy of learning disabled children.”, J Learn Disabil, vol. 18, no. 5, pp. 279-86, 1985.

Z. M. Flack, Field, A. P., and Horst, J. S., “The effects of shared storybook reading on word learning: A meta-analysis.”, Dev Psychol, 2018.

K. Seki, Yajima, M., and Sugishita, M., “The efficacy of kinesthetic reading treatment for pure alexia.”, Neuropsychologia, vol. 33, no. 5, pp. 595-609, 1995.

A. J. Yap, Wazlawek, A. S., Lucas, B. J., Cuddy, A. J. C., and Carney, D. R., “The ergonomics of dishonesty: the effect of incidental posture on stealing, cheating, and traffic violations.”, Psychol Sci, vol. 24, no. 11, pp. 2281-9, 2013.

J. D. Cribbs, Hazari, Z., Sonnert, G., and Sadler, P. M., “Establishing an Explanatory Model for Mathematics Identity.”, Child Dev, 2015.

R. Savage, Frederickson, N., Goodwin, R., Patni, U., Smith, N., and Tuersley, L., “Evaluating current deficit theories of poor reading: role of phonological processing, naming speed, balance automaticity, rapid verbal perception and working memory.”, Percept Mot Skills, vol. 101, no. 2, pp. 345-61, 2005.

R. Marie Rine and Wiener-Vacher, S., “Evaluation and treatment of vestibular dysfunction in children.”, NeuroRehabilitation, vol. 32, no. 3, pp. 507-18, 2013.

J. E. Fagan, Kaplan, B. J., Raymond, J. E., and Edgington, E. S., “The failure of antimotion sickness medication to improve reading in developmental dyslexia: results of a randomized trial.”, J Dev Behav Pediatr, vol. 9, no. 6, pp. 359-66, 1988.

E. S. Norton, Black, J. M., Stanley, L. M., Tanaka, H., Gabrieli, J. D. E., Sawyer, C., and Hoeft, F., “Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia.”, Neuropsychologia, vol. 61, pp. 235-46, 2014.

M. J. Kane, Hambrick, D. Z., Tuholski, S. W., Wilhelm, O., Payne, T. W., and Engle, R. W., “The generality of working memory capacity: a latent-variable approach to verbal and visuospatial memory span and reasoning.”, J Exp Psychol Gen, vol. 133, no. 2, pp. 189-217, 2004.

L. Eskreis-Winkler, Shulman, E. P., Beal, S. A., and Duckworth, A. L., “The grit effect: predicting retention in the military, the workplace, school and marriage.”, Front Psychol, vol. 5, p. 36, 2014.

A. L. Duckworth, Peterson, C., Matthews, M. D., and Kelly, D. R., “Grit: perseverance and passion for long-term goals.”, J Pers Soc Psychol, vol. 92, no. 6, pp. 1087-101, 2007.

S. Claro, Paunesku, D., and Dweck, C. S., “Growth mindset tempers the effects of poverty on academic achievement.”, Proc Natl Acad Sci U S A, vol. 113, no. 31, pp. 8664-8, 2016.

M. A. Heller, “Haptic dominance in form perception: vision versus proprioception.”, Perception, vol. 21, no. 5, pp. 655-60, 1992.

S. Vanvooren, Poelmans, H., Hofmann, M., Ghesquière, P., and Wouters, J., “Hemispheric asymmetry in auditory processing of speech envelope modulations in prereading children.”, J Neurosci, vol. 34, no. 4, pp. 1523-9, 2014.

N. Alexander-Passe, “How dyslexic teenagers cope: an investigation of self-esteem, coping and depression.”, Dyslexia, vol. 12, no. 4, pp. 256-75, 2006.

G. Orosz, Péter-Szarka, S., Bőthe, B., Tóth-Király, I., and Berger, R., “How Not to Do a Mindset Intervention: Learning from a Mindset Intervention among Students with Good Grades.”, Front Psychol, vol. 8, p. 311, 2017.

S. Narayanasamy, Vincent, S. J., Sampson, G. P., and Wood, J. M., “Impact of simulated hyperopia on academic-related performance in children.”, Optom Vis Sci, vol. 92, no. 2, pp. 227-36, 2015.

K. S. H. Rochelle and Talcott, J. B., “Impaired balance in developmental dyslexia? A meta-analysis of the contending evidence.”, J Child Psychol Psychiatry, vol. 47, no. 11, pp. 1159-66, 2006.

C. J. Stoodley, Fawcett, A. J., Nicolson, R. I., and Stein, J. F., “Impaired balancing ability in dyslexic children.”, Exp Brain Res, vol. 167, no. 3, pp. 370-80, 2005.

C. M. F. Hurst, Van de Weyer, S., Smith, C., and Adler, P. M., “Improvements in performance following optometric vision therapy in a child with dyspraxia.”, Ophthalmic Physiol Opt, vol. 26, no. 2, pp. 199-210, 2006.

M. Mihelčič and Podlesek, A., “The influence of proprioception on reading performance.”, Clin Exp Optom, vol. 100, no. 2, pp. 138-143, 2017.

S. M. Grant, “The kinesthetic approach to teaching: building a foundation for learning.”, J Learn Disabil, vol. 18, no. 8, pp. 455-62, 1985.