Breaking Down the “Wall of Text” - Software Tool to Address Complex Assignments for Students with Attention Disorders
Author:
Publisher
Springer International Publishing
Link
http://link.springer.com/content/pdf/10.1007/978-3-030-23563-5_7
Reference6 articles.
1. Pagirsky, M.S., et al.: Do the kinds of achievement errors made by students diagnosed with ADHD vary as a function of their reading ability? J. Psychoeduc. Assess. 35(1), 124–137 (2017)
2. Miller, A.C., Keenan, J.M., Betjemann, R.S., Willcutt, E., Pennington, B.F., Olson, R.K.: Reading comprehension in children with adhd: cognitive underpinnings of the centrality deficit. J. Abnorm. Child Psychol. 41(3), 473–483 (2013)
3. Lewandowski, L., Hendricks, K., Gordon, M.: Test-taking performance of high school students with ADHD. J. Attention Disord. 19(1), 27–34 (2015)
4. Dodson, S., Freund, L., Kopak, R.: Do highlights affect comprehension?: lessons from a user study. In: Proceedings of the 2017 Conference on Conference Human Information Interaction and Retrieval, CHIIR 2017, pp. 381–384. ACM, New York (2017)
5. O’Brien, H.L., Freund, L., Kopak, R.: Investigating the role of user engagement in digital reading environments. In: Proceedings of the 2016 ACM on Conference on Human Information Interaction and Retrieval, CHIIR 2016, pp. 71–80. ACM, New York (2016)
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