Pushing the Speed of Assistive Technologies for Reading-Reference-Cited by-同舟云学术

Pushing the Speed of Assistive Technologies for Reading

Published:2018-12-07 Issue: Volume: Page:
ISSN:1751-2271
Container-title:Mind, Brain, and Education
language:en
Short-container-title:Mind, Brain, and Education

Author:

Schneps Matthew H.¹²³^ORCID,Chen Chen³⁴,Pomplun Marc¹,Wang Jiahui⁵,Crosby Anne D.³,Kent Kevin³

Affiliation:

1. Computer Science DepartmentUniversity of Massachusetts Boston

2. Scheller Teacher Education ProgramMassachusetts Institute of Technology

3. Mind, Brain, and EducationHarvard Graduate School of Education

4. Science Education DepartmentHarvard‐Smithsonian Center for Astrophysics

5. School of Teaching and Learning, University of Florida Gainesville

Publisher

Wiley

Subject

Cognitive Neuroscience,Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/mbe.12180

Reference74 articles.

1. Metacognitive regulation of text learning: On screen versus on paper.

2. Handbook of reading research 2000 Longman New York NY B. A. Blachman M. L. Kamil P. B. Mosenthal P. D. Pearson R. Barr Phonological awareness 483 502

3. Reduced Neural Integration of Letters and Speech Sounds Links Phonological and Reading Deficits in Adult Dyslexia

4. Auditory processing, speech perception and phonological ability in pre-school children at high-risk for dyslexia: A longitudinal study of the auditory temporal processing theory

5. The presence of a magnocellular defect depends on the type of dyslexia

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