Research

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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.

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

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

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.

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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.

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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.

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.

X. Feng, Li, L., Zhang, M., Yang, X., Tian, M., Xie, W., Lu, Y., Liu, L., Bélanger, N. N., Meng, X., and Ding, G., “Dyslexic Children Show Atypical Cerebellar Activation and Cerebro-Cerebellar Functional Connectivity in Orthographic and Phonological Processing.”, Cerebellum, vol. 16, no. 2, pp. 496-507, 2017.

P. Quercia, Quercia, M., Feiss, L. J., and Allaert, F., “The distinctive vertical heterophoria of dyslexics.”, Clin Ophthalmol, vol. 9, pp. 1785-97, 2015.

M. Eriksson, Marschik, P. B., Tulviste, T., Almgren, M., Pereira, M. Pérez, Wehberg, S., Marjanovič-Umek, L., Gayraud, F., Kovacevic, M., and Gallego, C., “Differences between girls and boys in emerging language skills: evidence from 10 language communities.”, Br J Dev Psychol, vol. 30, no. Pt 2, pp. 326-43, 2012.

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K. K. Jasińska and Petitto, L. A., “Development of neural systems for reading in the monolingual and bilingual brain: new insights from functional near infrared spectroscopy neuroimaging.”, Dev Neuropsychol, vol. 39, no. 6, pp. 421-39, 2014.

A. Lee Duckworth and Quinn, P. D., “Development and validation of the short grit scale (grit-s).”, J Pers Assess, vol. 91, no. 2, pp. 166-74, 2009.

M. Gilliver, Cupples, L., Ching, T. Y. C., Leigh, G., and Gunnourie, M., “Developing Sound Skills for Reading: Teaching Phonological Awareness to Preschoolers With Hearing Loss.”, J Deaf Stud Deaf Educ, vol. 21, no. 3, pp. 268-79, 2016.

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P. Cakirpaloglu and Radil, T., “Correlations between symbolic motor performance and achievement in school for children with minimal brain dysfunction.”, Percept Mot Skills, vol. 73, no. 3 Pt 1, pp. 952-4, 1991.