Research

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.

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.

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. 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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

V. J. Williams, Juranek, J., Cirino, P., and Fletcher, J. M., “Cortical Thickness and Local Gyrification in Children with Developmental Dyslexia.”, Cereb Cortex, 2017.

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.

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.

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.

R. Kohen-Raz, “Developmental patterns of static balance ability and their relation to cognitive school readiness.”, Pediatrics, vol. 46, no. 2, pp. 276-85, 1970.

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.

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

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.