Investigating multiple source use among students with and without dyslexia
Author:
Publisher
Springer Science and Business Media LLC
Subject
Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology
Link
http://link.springer.com/content/pdf/10.1007/s11145-018-9904-z.pdf
Reference104 articles.
1. Abtahi, M. S. (2012). Interactive multimedia learning object (IMLO) for dyslexic children. Procedia—Social and Behavioral Sciences, 47, 1206–1210.
2. Al-Wabil, A., Zaphiris, P., & Wilson, S. (2007). Web navigation for individuals with dyslexia: An explanatory study. In C. Stephanidis (Ed.), Proceedings from the 4th international conference on universal access in human-computer interaction: Coping with diversity (pp. 593–602). Berlin: Springer.
3. Andreassen, R., Jensen, M. S., & Bråten, I. (2017). Investigating self-regulated study strategies among postsecondary dyslexic students: A diary method study. Reading and Writing: An Interdisciplinary Journal, 30, 1891–1910.
4. Anmarkrud, Ø., Brante, E. W., & Andresen, A. (2018). Potential processing challenges of Internet use among readers with dyslexia. In J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.), Handbook of multiple source use (pp. 117–132). New York, NY: Routledge.
5. Austin, K. A. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules. Computers & Education, 53, 1339–1354.
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