Research

G. Leisman, “Coherence of hemispheric function in developmental dyslexia.”, Brain Cogn, vol. 48, no. 2-3, pp. 425-31, 2002.

T. Iuculano, Rosenberg-Lee, M., Richardson, J., Tenison, C., Fuchs, L., Supekar, K., and Menon, V., “Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities.”, Nat Commun, vol. 6, p. 8453, 2015.

R. Roche, Viswanathan, P., Clark, J. E., and Whitall, J., “Children with developmental coordination disorder (DCD) can adapt to perceptible and subliminal rhythm changes but are more variable.”, Hum Mov Sci, vol. 50, pp. 19-29, 2016.

S. I. Dimitriadis, Sun, Y., Thakor, N. V., and Bezerianos, A., “Causal Interactions between Frontal(θ) - Parieto-Occipital(α2) Predict Performance on a Mental Arithmetic Task.”, Front Hum Neurosci, vol. 10, p. 454, 2016.

S. Dalsgaard, Kvist, A. Primdal, Leckman, J. F., Nielsen, H. Skyt, and Simonsen, M., “Cardiovascular safety of stimulants in children with attention-deficit/hyperactivity disorder: a nationwide prospective cohort study.”, J Child Adolesc Psychopharmacol, vol. 24, no. 6, pp. 302-10, 2014.

N. S Lott and Friedman, R. B., “Can treatment for pure alexia improve letter-by-letter reading speed without sacrificing accuracy?”, Brain Lang, vol. 67, no. 3, pp. 188-201, 1999.

W. J. Dawson, “Benefits of music training are widespread and lifelong: a bibliographic review of their non-musical effects.”, Med Probl Perform Art, vol. 29, no. 2, pp. 57-63, 2014.

K. Pitetti, Miller, R. Ann, and Loovis, M., “Balance and Coordination Capacities of Male Children and Adolescents With Intellectual Disability.”, Adapt Phys Activ Q, vol. 34, no. 1, pp. 1-18, 2017.

A. J. Fawcett and Nicolson, R. I., “Automatisation deficits in balance for dyslexic children.”, Percept Mot Skills, vol. 75, no. 2, pp. 507-29, 1992.

T. Raberger and Wimmer, H., “On the automaticity/cerebellar deficit hypothesis of dyslexia: balancing and continuous rapid naming in dyslexic and ADHD children.”, Neuropsychologia, vol. 41, no. 11, pp. 1493-7, 2003.

R. I. Nicolson and Fawcett, A. J., “Automaticity: a new framework for dyslexia research?”, Cognition, vol. 35, no. 2, pp. 159-82, 1990.

E. A. Haapala, Poikkeus, A. - M., Tompuri, T., Kukkonen-Harjula, K., Leppänen, P. H. T., Lindi, V., and Lakka, T. A., “Associations of motor and cardiovascular performance with academic skills in children.”, Med Sci Sports Exerc, vol. 46, no. 5, pp. 1016-24, 2014.

S. Karande, Kumbhare, N., Kulkarni, M., and Shah, N., “Anxiety levels in mothers of children with specific learning disability.”, J Postgrad Med, vol. 55, no. 3, pp. 165-70, 2009.

V. B. Puetz, Viding, E., Palmer, A., Kelly, P. A., Lickley, R., Koutoufa, I., Sebastian, C. L., and McCrory, E. J., “Altered neural response to rejection-related words in children exposed to maltreatment.”, J Child Psychol Psychiatry, vol. 57, no. 10, pp. 1165-73, 2016.

S. Franceschini, Gori, S., Ruffino, M., Viola, S., Molteni, M., and Facoetti, A., “Action video games make dyslexic children read better.”, Curr Biol, vol. 23, no. 6, pp. 462-6, 2013.

B. M. Galla, Plummer, B. D., White, R. E., Meketon, D., D'Mello, S. K., and Duckworth, A. L., “The Academic Diligence Task (ADT): Assessing Individual Differences in Effort on Tedious but Important Schoolwork.”, Contemp Educ Psychol, vol. 39, no. 4, pp. 314-325, 2014.