Enhancing teaching and learning for pupils with dyslexia: A comprehensive review of technological and non-technological interventions
Author:
Funder
Ministry of Higher Education Malaysia
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-023-12195-5.pdf
Reference73 articles.
1. Ajjawi, R., Kent, F., Broadbent, J., Tai, J.H.-M., Bearman, M., & Boud, D. (2022). Feedback that works: A realist review of feedback interventions for written tasks. Studies in Higher Education, 47(7), 1343–1356.
2. Am Faleel, S., Joshi, B. R., & Rey, B. (2021). Writely: Force feedback for non-dominant hand writing training. 2021 IEEE World Haptics Conference (WHC). https://doi.org/10.1109/WHC49131.2021.9517209
3. Ansari, S., Banerjee, H., Guha, R., & Mukhopadhyay, J. (2020). Improving the readability of dyslexic learners with mobile game-based sight-word training. 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT). https://doi.org/10.1109/ICALT49669.2020.00093
4. Ariastuti, M. D., & Wahyudin, A. Y. (2022). Exploring academic performance and learning style of undergraduate students in English Education program. Journal of English Language Teaching and Learning, 3(1), 67–73. https://doi.org/10.33365/jeltl.v3i1.1817
5. Behrman, J., Briones, K., Cueto, S., Favara, M., Freund, R., Hittmeyer, A., Lopez, J., Pazos Navarro, N., Sánchez, A., & Scott, D. (2022). Measuring foundational cognitive skills in Young Lives using RACER. Young Lives Technical Note, 54. https://doi.org/10.2307/j.ctvkjb390.15
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