Relevant bibliographies by topics / Developmental dysgraphia

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Developmental dysgraphia'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Developmental dysgraphia"

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Golubović, Slavica, Nevena Ječmenica, Marijana Panić, and Vladica Žikić. "The characteristics of reading and orthography in children with dysgraphic handwriting." Nastava i vaspitanje 69, no. 2 (2020): 213–37. http://dx.doi.org/10.5937/nasvas2002213g.

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The aim of this study was to analyze the characteristics of reading and the orthographic level of handwriting in children with dysgraphic handwriting and children with typical development in the early grades of primary school. The research sample consisted of 94 children in the 3rd and 4th grades of primary school. The Handwriting Dysgraphia Assessment Test was used to assess the level of handwriting dysgraphia, while the analysis of the orhographic level of handwriting involved the assessment of the frequency and type of orthographic errors. The Three-Dimensional Reading Test was used in the second stage of research. Findings show the overall prevalence of handwriting dysgraphia in 13.8% of children, and a greater prevalence in boys (69.1%) relative to girls (30.9%). In the group of children with dysgraphic handwriting, 53.8% were categorized as having "graphomotor dysgraphia", while 46.2% were categorized as having "language dysgraphia". The study results suggest that there are no statistically significant differences between 3rd and 4th grade students in the application of orthographic rules to all writing tasks (t=1,33; df=11; p=0,17). Children with dysgraphic handwriting achieved poorer results on all writing tasks relative to children with typical development. A comparison of results of children with dysgraphic handwriting and children with typical development did not reveal statistically significant differences in reading speed tasks (t=1,10; df=18; p=0,32), number of mistakes (t=0,73; df=21; p=0,46), and reading comprehension (t=0,66; df=14; p=0,51). Increasing awareness of aspects of writing and reading where difficulties may occur, but also of aspects that represent children's developmental strengths, along with an effective assessment of language and cognitive abilities, would significantly improve the quality of the teaching process.
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Klejkina, Oksana Vladimirovna, and Klavdia Ivanovna Sultanbaeva. "The Organization of Correctional Work with Primary School-Aged Children with Different Types of Dysgraphia." Development of education, no. 4 (6) (December 18, 2019): 23–26. http://dx.doi.org/10.31483/r-53688.

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The article is devoted to the current problem – the organization of correctional work with primary school-aged children with different types of dysgraphia. The authors of the manuals used in the process of correctional and developmental work with primary school-aged children with different types of dysgraphia are indicated in the article. The purpose of the article is to reveal the peculiarities of the organization of correctional work on dysgraphia with primary school-aged children and to consider the specifics of identifying certain errors in writing, using traditional diagnostic methods, e.g. «Testing writing skills» by I.N. Sadovnikova and «Study of the writing process» by L.V. Venediktova and R.I. Lalaeva, as well as important pedagogical conditions, according to which correctional and developmental work becomes more effective. In effect, the success of correctional and developmental work with dysgraphia depends on pedagogical conditions: for mixed forms of dysgraphia, a differentiated approach will be used; close interaction of a special needs teacher, teacher-logopedist and primary school teacher, expressed in the fact that they are guided by a unified approach to practical work with primary school-aged students. During the study the following methods were applied: analysis, observation and descriptive. The data from experimental and development study of writing skills in primary school-aged students with different types of dysgraphia, a detailed description of the stages of the study, as well as the analysis of the study results are outlined in the article. The authors come to conclusion that it is necessary to cooperate the teacher-defectologist, teacher-speech therapist and primary school teacher for the effective organization of correctional work with primary school-age children with different types of dysgraphy.
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Yachini, Maya, and Naama Friedmann. "Developmental Graphemic Buffer Dysgraphia." Procedia - Social and Behavioral Sciences 6 (2010): 148–49. http://dx.doi.org/10.1016/j.sbspro.2010.08.073.

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Gubbay, Sasson S., and Nicholas H. de Klerk. "Assessment of developmental dysgraphia." Pediatric Neurology 11, no. 2 (September 1994): 110. http://dx.doi.org/10.1016/0887-8994(94)90240-2.

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Ćalasan, Slađana, Mile Vuković, and Radomir Arsić. "Lexical-semantic abilities in children with developmental dysgraphia." Zbornik radova Filozofskog fakulteta u Pristini 51, no. 1 (2021): 101–24. http://dx.doi.org/10.5937/zrffp51-28926.

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Empirical data indicate that children with developmental dysgraphia may exhibit various disorders in the field of linguistic structure. However, it has not yet been determined whether linguistic impairment contributes to difficulties in mastering writing skills or whether they are a joint expression. The aim of this paper is to contribute to the understanding of the relation between the development of lexical-semantic structure and the ability to write by identifying lexical-semantic abilities in children with dysgraphia. The sample included 84 students, 42 students with developmental dysgraphia, and 42 students without disabilities. The lexical-semantic abilities were assessed by means of the Semantic Test and the Test for Speech Development. The survey was conducted in three primary schools in 2016-17 in Eastern Herzegovina. The results of the study showed that children with dysgraphia achieved significantly worse results on the Semantic Test compared to children without disabilities. Lower achievement in children with developmental dysgraphia was observed in all lexical categories examined, as well as in the overall score of the Semantic Test. The results of the Speech Development Test show that children with dysgraphia have significantly lower definitions of given terms compared to their peers of typical development. It was concluded that children with dysgraphia have significantly less developed lexical-semantic abilities than children of typical development. These findings highlight the need for additional support for vocabulary development and vocabulary enhancement in children with disabilities.
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Gvion, Aviah, Naama Friedmann, Iris Rubin Zaksenberg, and Revital Mor. "Subtypes of Developmental Surface Dysgraphia." Procedia - Social and Behavioral Sciences 6 (2010): 145–47. http://dx.doi.org/10.1016/j.sbspro.2010.08.072.

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McBride, Catherine. "The “Write Stuff”: What Do We Know About Developmental Dysgraphia?" International Journal for Research in Learning Disabilities 5, no. 1 (January 15, 2021): 3–12. http://dx.doi.org/10.28987/5.1.3.

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As researchers come to recognize the origins of dysgraphia, we can better suggest optimal approaches to remediation. In defining dysgraphia, we review the writing process, research on the development of writing, and various factors related to either spelling difficulties, visual-motor difficulties, or both, that might interfere in the process of writing. We conclude by exploring some potentially helpful remediation techniques that should be considered as educators, clinicians, researchers, teachers, and parents work together to ameliorate the potentially devastating consequences of dysgraphia.
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McBride, Catherine. "The “Write Stuff”: What Do We Know About Developmental Dysgraphia?" international Journal for Research in Learning Disabilities 5, no. 1 (January 15, 2021): 3–12. http://dx.doi.org/10.28987/ijrld.5.1.3.

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As researchers come to recognize the origins of dysgraphia, we can better suggest optimal approaches to remediation. In defining dysgraphia, we review the writing process, research on the development of writing, and various factors related to either spelling difficulties, visual-motor difficulties, or both, that might interfere in the process of writing. We conclude by exploring some potentially helpful remediation techniques that should be considered as educators, clinicians, researchers, teachers, and parents work together to ameliorate the potentially devastating consequences of dysgraphia.
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Temple, Christine M. "Developmental surface dysgraphia: A case report." Applied Psycholinguistics 6, no. 4 (December 1985): 391–405. http://dx.doi.org/10.1017/s0142716400006329.

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ABSTRACTThe spelling performance of a 17-year-old developmental dysgraphic. K. M., is compared to that of T. P. (Hatfield & Patterson, 1983), an acquired dysgraphic. Both make errors which are phonologically valid and spell regular words better than irregular words. Within the words, relative difficulty in spelling is also similar and may result from the effects of length, frequency and. for exception words, the presence or absence of a similarly spelt word. The spelling performance of K. M. may be interpreted as reflecting a phonological routine. The correspondences involved in this system do not differ from those used by normal children of the same spelling age. Subtle deficits in reading may have contributed to spelling difficulties.
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Deuel, Ruthmary K. "Developmental Dysgraphia and Motor Skills Disorders." Journal of Child Neurology 10, no. 1_suppl (January 1995): S6—S8. http://dx.doi.org/10.1177/08830738950100s103.

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Dissertations / Theses on the topic "Developmental dysgraphia"

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Diamanti, Vassiliki. "Dyslexia and dysgraphia in Greek in relation to normal development : cross-linguistic and longitudinal studies." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1444623/.

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Studies on developmental dyslexia in transparent orthographies have established that children learning to read in such languages hardly experience difficulties in word reading accuracy and phonological awareness tasks, but suffer from a reading speed deficit. On the other hand in the English orthography, where the mappings between graphemes and phonemes are largely inconsistent, children exhibit significant difficulties in both word reading accuracy and speed. Greek is characterized by a high degree of regularity for reading, but is inconsistent for spelling. The variability of phoneme-to-grapheme correspondences and the highly inflectional nature of the particular orthography constitute spelling in Greek a considerably demanding task. The present thesis comprises three studies that were concerned with understanding the reading and spelling difficulties that Greek children/participants with dyslexia have and their underlying cognitive deficits, in relation to typically developing children and English children/participants with dyslexia. The first study examined the reading and spelling difficulties in Greek- and English-speaking children/participants with dyslexia, each compared with two control groups. Greek children/participants with dyslexia outperformed their English counterparts on word/nonword phoneme deletion, word/nonword reading, and grammatical spelling. However the two language groups performed similarly on rapid digit naming, spoonerisms and on the choice tasks. Results are discussed in relation to the differences in orthographic consistency between the two languages. The second study examined the development of literacy skills in twenty-three Greek children/participants with dyslexia over a period of 18 months (10 years 5 months to 12 years 3 months). At Time 1 children/participants with dyslexia performed worse on literacy tests than chronological-age control children, but similarly to reading-age controls. At Time 2 children/participants with dyslexia performed worse on all the tasks than CA control children, and worse than RA controls on the tasks of phoneme deletion of nonwords, nonword reading and orthographic spelling. Moreover the concurrent and longitudinal predictors of children's/participants' with dyslexia and typically developing children's reading and spelling abilities were examined. The findings are discussed in relation to theories of normal and atypical reading and spelling development. The third study investigated the ability of twenty-three 10-13 year-old Greek children/participants with dyslexia, and their reading-level and age-level-matched children to spell derivational and inflectional suffixes. Children/participants with dyslexia performed significantly worse than CA controls and RA controls. When they spelled the inflectional ending of adjectives and nouns children/participants with dyslexia did not differ from RA controls. It is suggested that children/participants with dyslexia have weaknesses in grasping the morphological rules of the Greek orthographic system and applying this knowledge in the spelling of word suffixes. The thesis concludes with a discussion of findings in relation to previous literature, the limitations of the present studies and avenues for future research.
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Zvončák, Vojtěch. "Výzkum pokročilých metod analýzy online písma se zaměřením na hodnocení grafomotorických obtíží u dětí školního věku." Doctoral thesis, Vysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií, 2021. http://www.nusl.cz/ntk/nusl-438732.

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Grafomotorické dovednosti (GA) představují skupinu psychomotorických procesů, které se zapojují během kreslení a psaní. GA jsou nutnou prerekvizitou pro zvládání základních školních schopností, konkrétně psaní. Děti v první a druhé třídě mohou mít potíže s prováděním jednoduchých grafomotorických úkolů (GD) a později ve třetí a čtvrté třídě také se samotným psaním (HD). Narušení procesů spojených se psaním je obecně nazýváno jako vývojová dysgrafie (DD). Prevalence DD v České republice se pohybuje kolem 3–5 %. V současné době je DD hodnocena subjektivně týmem psychologů a speciálních pedagogů. V praxi stále chybí objektivní měřicí nástroj, který by umožňoval hodnocení GD a HD. Z tohoto důvodu se tato disertační práce zabývá identifikováním symptomů spojených s grafomotorickou neobratností u dětí školního věku a vývojem nových parametrů, které je budou kvantifikovat. Byl vytvořen komplexní GA protokol (36 úloh), který představuje prostředí, ve kterém se mohou projevit různé symptomy spojené s GD a HD. K těmto symptomům bylo přiřazeno 76 kvantifikujících parametrů. Dále byla navrhnuta nová škála grafomotorických obtíží (GDRS) založena na automatizovaném zpracování online píma. Nakonec byla prezentována a otestována nová sada parametrizačních technik založených na Tunable Q Factor Wavelet Transform (TQWT). Parametry TQWT dokážou kvantifikovat grafomotorickou obratnost nebo nedostatečný projev v jemné motorice. GDRS přestavuje nový, moderní a objektivní měřící nástroj, který doposud chyběl jak v České republice, tak v zahraničí. Použití škály by pomohlo modernizovat jak diagnostiku DD, tak reedukační/remediační proces. Další výzkum by tento nástroj mohl adaptovat i do jiných jazyků. Navíc, tato metodologie může být použita a optimalizována pro diagnostiku dalších nemocí a poruch, které ovlivňují grafomotorické dovednosti, například pro autismus, poruchu pozornosti s hyperaktivitou (ADHD) nebo dyspraxii (DCD).
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Lin, Tzu-Yi, and 林姿儀. "A developmental dysgraphic due to central processing deficits: Neurobehavioral case analysis." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/56780310300238258967.

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碩士
長庚大學
臨床行為科學研究所
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As developmental dysgraphia to be a heterogeneous group, and in addition, the underlying mechanisms during writing Chinese are still vague, how to discriminate dysgraphic subtypes lack substantial theoretical and evidential basis. Restrictions in thorough and integrated evaluation or intervention toward the dysgraphic group still remain nowadays. Although few acquired Chinese dysgraphic case reports were published recently, developmental case data in Taiwan is scanty. We tried to present the linkage between writing models and test results and to prove that dysgraphia could mainly result from central processing deficits in writing. In this thesis, a 9th grade developmental dysgraphic, CYM, and a control group consisted of 25 students matched with CYM on grade, gender, and handedness were recruited. Computerized writing behavioral experiments were executed via SuperLab Pro 2.0 software, including writing to dictation, true word choice task, character delayed copy task, and character immediate copy task. The impact of character frequency, complexity (stroke numbers), and regularity (phonetic and morphological regularity) on the correctness and the time-consumed in character generation were analyzed and discussed. The mean and standard deviation of the control group in testing were used to plot whether CYM performed better or worse than controls on specific testing items. Descriptive data analyses were to present CYM’s background information, on-task behavior, and writing error analysis. Results showed that although CYM has intact IQ, attention, memory, visual perception and visual-spatial memory, he still suffers from prominent and age-inconsistent character generation errors. Besides, CYM’s slight incoordinate fine motor ability was insufficient to explain his character errors and long time-consumed even in true word choice task which can be accomplished without motor programming and motor output processing of writing. Therefore, CYM’s writing difficulties might result from the deficit in central processing, according to Chinese writing model, the phonology-to-orthography conversion or orthographic output processes. Finally, we should also attend to implications of the internal discrepancies in CYM, such as his coding is much worse than other items in WISC-III, and his phonological fluency (in both true words and false words labeled in phonetic notations) is lower than reading accuracy. Whether phonological processing and fluency can be indices of writing ability in addition to accuracy, may be another research question to be find out. It is urgent and necessary to build up neurobehavioral database of Chinese developmental dysgraphics in Taiwan. Or, on the other hand, explore the predictive factors of the dysgraphic group through longitudinal research so that occupational therapists and educationalists can make efforts in early prevention and early intervention toward this disorder. However, the most important for us to keep in mind is, any evaluation or intervention approach should be based on theoretical concerns of writing processes, and those from central to peripheral would be potentially more systematic and effective.
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Fialová, Klementina. "Vliv domácí přípravy na školní úspěšnost žáků se specifickými poruchami učení a chování." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-397220.

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My thesis occupies with the influence of home preparation for successfulness of pupils with specific learning disturbances and behaviour in basic school. The theoretical part there are explained terms of specific evolutional disturbances of school skills. This part deals with etiology and diagnosis. There are legislative alterations of education and it includes complete reeducational school care which points on importance of teacher's personality and on forming of positive climate in the class. It describes family and its role in connection with all risk factors which influence it. The point of preparation determines learning and behaviour by way of concrete forms and methods of work with pupils with specific disturbances. The empirical part of thesis is compiled by method of qualitative research and it's a result of research investigation which is connected to detailed analysis of acquired data. The main methods of investigation were long-lasting structured pupils' observation, analysis of file documentation and analysis of professional advice. These all together and interviews made complete picture of individual case studies.
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Ferreira, Ana Margarida Teixeira. "Psicomotricidade no âmbito das dificuldades de aprendizagem na equipa DisClínica." Master's thesis, 2017. http://hdl.handle.net/10400.5/14085.

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O presente documento enquadra-se no âmbito do Ramo de Aprofundamento de Competências Profissionais do mestrado em Reabilitação Psicomotora e reflete todo o trabalho desempenhado ao nível da intervenção psicomotora na DisClínica, durante o ano letivo 2015/2016. O trabalho desenvolvido centrou-se na área das Dificuldades de Aprendizagem, sendo que todas as intervenções seguiram uma organização coerente e essencial à mesma, nomeadamente: avaliação/observação inicial; plano de intervenção; intervenção psicomotora; e avaliação final e análise dos resultados. No total foram atendidas 15 crianças, entre 6 e 15 anos, das quais 5 prosseguiram para intervenção psicomotora, de caráter individual, com periodicidade semanal. De forma mais pormenorizada, é apresentado um estudo de caso, o qual diz respeito a uma criança com diagnóstico de Disgrafia, uma das problemáticas que mais surgiu ao longo do estágio. De um modo geral, após intervenção, verificaram-se melhorias significativas nas capacidades e desempenho das crianças, destacando a importância da intervenção psicomotora para esta população-alvo, permitindo-lhes ultrapassar as suas dificuldades e promover melhorias no seu desempenho escolar.
This document is part of the branch of Deepening of Professional Skills for the master’s degree in Psychomotor Rehabilitation and reflects all the work performed regarding psychomotor intervention on DisClínica, during the academic year 2015/2016. The work developed focused on Learning Disabilities, and all the interventions followed a coherent and essential, namely: initial assessment/ observation; intervention plan; psychomotor intervention and finally, evaluation and analysis of the results. In total were attended 15 children, aged between 6 and 15 years, of which 5 continued for psychomotor intervention, of individual character, with weekly frequency. With more detail, a case study is presented, about a diagnosed child with Dysgraphia, one of the problematics that appeared during the internship. In general, after the intervention, were noticed significant improvements on the children abilities and performance, showing the importance of psychomotor intervention for this type of population, allowing them to overcome their difficulties and promote improvements in their school development.
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Books on the topic "Developmental dysgraphia"

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Betta, Anna Maria Di. New world learning in adult developmental dysgraphia. Birmingham: University of Birmingham, 2001.

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J, Wolf Beverly, ed. Helping students with dyslexia and dysgraphia make connections: Differentiated instruction lesson plans in reading and writing. Baltimore, Md: Paul H. Brookes Pub. Co., 2009.

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Learning disabilities sourcebook: Basic consumer health information about dyslexia, dyscalculia, dysgraphia, speech and communication disorders, auditory and visual processing disorders, and other conditions that make learning difficult, including attention deficit hyperactivity disorder, down syndrome and other chromosomal disorders, fetal alcohol spectrum disorders, hearing and visual impairment, autism and other pervasive developmental disorders, and traumatic brain Injury; along with facts about diagnosing learning disabilities, early intervention, the special education process, legal protections, assistive technology, and accommodations, and guidelines for life-stage transitions, suggestions for coping with daily challenges, a glossary of related terms, and a directory of additional resources. 4th ed. Detroit, MI: Omnigraphics, 2012.

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Developmental Dysgraphia. Taylor & Francis Group, 2018.

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Rapp, Brenda, and Michael McCloskey, eds. Developmental Dysgraphia. Routledge, 2019. http://dx.doi.org/10.4324/9781351020107.

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Martins, Marielza R. Ismael. Transtornos de Aprendizagem: A abordagem multidisciplinar. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-557-6.

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The themes included in this book, involving active collaborators, confirm the need to fill the gap for health and education professionals. By presenting information from reliable sources and step-by-step activities to implement interventions with visual and phonological, dysgraphic, dyscalculic and ADHD dyslexics, it aims to provide effective procedures for screening, evaluation, intervention selection and monitoring. Issues examined such as visual dyslexia analyze developmental dyslexia as a condition that has been associated with motor difficulties, but little is known about what is shared or differentiated between its subtypes. The assessment of dyscalculia, which is often neglected, is clearly presented providing a tool for assessment and addressing family or support networks of students with Learning Disorders deepens our understanding Understanding the development of the school allows us to recognize specific situations that are often ignored. All activities have multisensory instruction, that is, students use more than one sense at a time, and multisensory instruction offers students more than one way to make connections and learn concepts The contributors to this book are active researchers in the teachinglearning process and the objective was to expand information on Learning Disorders with content chosen in a selective manner, giving relevance to the multidisciplinary team.
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Book chapters on the topic "Developmental dysgraphia"

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Muenke, Raychel C., and Denise E. Maricle. "Dysgraphia." In Encyclopedia of Child Behavior and Development, 533–35. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_911.

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McCloskey, Michael, and Brenda Rapp. "Developmental dysgraphia: An overview and framework for research." In Developmental Dysgraphia, 1–18. Routledge, 2019. http://dx.doi.org/10.4324/9781351020107-1.

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Treiman, Rebecca. "Learning to spell: Phonology and beyond." In Developmental Dysgraphia, 19–29. Routledge, 2019. http://dx.doi.org/10.4324/9781351020107-2.

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Barisic, Kristina, Saskia Kohnen, and Lyndsey Nickels. "Developmental graphemic buffer dysgraphia in English: A single case study." In Developmental Dysgraphia, 30–54. Routledge, 2019. http://dx.doi.org/10.4324/9781351020107-3.

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Hepner, Christopher, Michael McCloskey, and Brenda Rapp. "Do reading and spelling share orthographic representations? Evidence from developmental dysgraphia." In Developmental Dysgraphia, 55–79. Routledge, 2019. http://dx.doi.org/10.4324/9781351020107-4.

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Sotiropoulos, Andreas, and J. Richard Hanley. "Lexical decision performance in developmental surface dysgraphia: Evidence for a unitary orthographic system that is used in both reading and spelling." In Developmental Dysgraphia, 80–98. Routledge, 2019. http://dx.doi.org/10.4324/9781351020107-5.

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Marinelli, Chiara Valeria, Pamela Cellini, Pierluigi Zoccolotti, and Paola Angelelli. "Lexical processing and distributional knowledge in sound–spelling mapping in a consistent orthography: A longitudinal study of reading and spelling in dyslexic and typically developing children." In Developmental Dysgraphia, 99–122. Routledge, 2019. http://dx.doi.org/10.4324/9781351020107-6.

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Palmis, Sarah, Jeremy Danna, Jean-Luc Velay, and Marieke Longcamp. "Motor control of handwriting in the developing brain: A review." In Developmental Dysgraphia, 123–40. Routledge, 2019. http://dx.doi.org/10.4324/9781351020107-7.

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Prunty, Mellissa, and Anna L. Barnett. "Understanding handwriting difficulties: A comparison of children with and without motor impairment." In Developmental Dysgraphia, 141–54. Routledge, 2019. http://dx.doi.org/10.4324/9781351020107-8.

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Kandel, Sonia, Delphine Lassus-Sangosse, Géraldine Grosjacques, and Cyril Perret. "The impact of developmental dyslexia and dysgraphia on movement production during word writing." In Developmental Dysgraphia, 155–87. Routledge, 2019. http://dx.doi.org/10.4324/9781351020107-9.

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Conference papers on the topic "Developmental dysgraphia"

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Zvoncak, Vojtech, Jiri Mekyska, Katarina Safarova, Zoltan Galaz, Jan Mucha, Tomas Kiska, Zdenek Smekal, et al. "Effect of Stroke-level Intra-writer Normalization on Computerized Assessment of Developmental Dysgraphia." In 2018 10th International Congress on Ultra Modern Telecommunications and Control Systems and Workshops (ICUMT). IEEE, 2018. http://dx.doi.org/10.1109/icumt.2018.8631271.

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John, Smitha, and V. G. Renumol. "Impact of Fine Motor Skill Development App on Handwriting Performance in Children with Dysgraphia." In the 2nd International Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3284497.3284502.

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