Relevant bibliographies by topics / Reading comprehension. Visual discrimination

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

Academic literature on the topic 'Reading comprehension. Visual discrimination'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Reading comprehension. Visual discrimination"

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Waldron, Karen A., and Diane G. Saphire. "Perceptual and Academic Patterns of Learning-Disabled/Gifted Students." Perceptual and Motor Skills 74, no. 2 (April 1992): 599–609. http://dx.doi.org/10.2466/pms.1992.74.2.599.

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This research explored ways gifted children with learning disabilities perceive and recall auditory and visual input and apply this information to reading, mathematics, and spelling 24 learning-disabled/gifted children and a matched control group of normally achieving gifted students were tested for oral reading, word recognition and analysis, listening comprehension, and spelling. In mathematics, they were tested for numeration, mental and written computation, word problems, and numerical reasoning. To explore perception and memory skills, students were administered formal tests of visual and auditory memory as well as auditory discrimination of sounds. Their responses to reading and to mathematical computations were further considered for evidence of problems in visual discrimination, visual sequencing, and visual spatial areas. Analyses indicated that these learning-disabled/gifted students were significantly weaker than controls in their decoding skills, in spelling, and in most areas of mathematics. They were also significantly weaker in auditory discrimination and memory, and in visual discrimination, sequencing, and spatial abilities. Conclusions are that these underlying perceptual and memory deficits may be related to students' academic problems.
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John, S., M. Silva, N. Newman, and D. Loring. "AGR - 2 Diagnosis of Posterior Cortical Atrophy Through Inter-Departmental Collaboration." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 831. http://dx.doi.org/10.1093/arclin/acz037.02.

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Abstract Objective We present a patient with rapidly progressive visual decline of 2-year duration that interfered with daily functioning. She was evaluated by neuro-ophthalmology and neurology prior to neuropsychological referral. A series of evaluations led to diagnosis of posterior cortical atrophy, demonstrating the importance of inter-departmental collaboration. Method A 66-year old white female presented with a 2-year history of progressive changes to vision and memory. Medical history included hypertension, dyslipidemia, and a strong family history of optic neuropathy causing blindness. She was diagnosed with a left homonymous hemianopia. MRI revealed "significant cortical atrophy more remarkable on the right temporal, parietal, and occipital regions." She reported dressing apraxia, unsteady gait, declines in reading and writing, and difficulty recalling well-learned information. Results She was a good historian, had fluent speech and no apparent comprehension difficulty. Neuropsychological evaluation revealed relatively preserved language and verbal abilities, including confrontation naming, in the presence of otherwise impaired performances across all domains of functioning. She demonstrated agraphia, acalculia, left-right confusion, and difficulties with motor programming. Perceptual and constructional tasks revealed prominent deficits in visual integration, map orientation, form discrimination, and construction of simple geometric designs. She was perseverative and susceptible to verbal and visual stimulus pull. Conclusions The pattern on neuropsychological testing, with prominent visual spatial and perceptual difficulties, was consistent with posterior cortical atrophy. The decline in visual ability is likely exacerbated but not entirely explained by left hemianopia. Neuropsychological, neuroimaging, and visual field evidence demonstrated posterior cortical atrophy in the absence of positive biomarker evidence, leading to initiation of anti-cholinesterase therapy.
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Anselmo, Sandra. "Developing visual comprehension: Figure-ground discrimination." Day Care & Early Education 12, no. 3 (March 1985): 44. http://dx.doi.org/10.1007/bf01620064.

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Petrova, Anna A., and Marina I. Solnyshkina. "Immediate recall as a secondary text: Referential parameters, pragmatics and propositions." Russian Journal of Linguistics 25, no. 1 (December 15, 2021): 221–49. http://dx.doi.org/10.22363/2687-0088-2021-25-1-221-249.

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Since the process of recalling combines comprehension and speech production, it is viewed as an extremely complex though understudied linguo-cognitive phenomenon. Recalls as secondary texts or text derivatives are also considered to be a good material to explore cognitive aspects of secondary texts production, information conversion procedures and types of transformations of primary texts. The notion of secondary texts also implies multiplicity, as an original text may be retranslated into numerous secondary texts different in quality and degree of completeness. The purpose of the study is to model the propositional secondary retold texts and to identify the specifics of the recipients interpretation of the main event in the text. It is aimed at discriminating the differences between the primary expository text and its 134 immediate recalls produced by 15-year old native Russian speakers. In order to reveal the specifics of the propositional content of a primary expository text and its recalls, their recipients used the following methodological operations: the description and interpretation of the semantic roles of the first and second arguments aligned to predicates on the basis of the verbs semantic properties; the employment of the psycholinguistic model of the utterances generation; the characteristic of memory as a complex of cognitive and mnemic processes; the definition of cognitive-semantic discourse structures; and the understanding of a proposition as a stable component of an utterance independent of the surface grammar. The comparison of the original text and its recalls with the use of innovative denotative maps enabled us to define successful and unsuccessful expression of propositional structures and the main idea of the original text. The classification of texts includes four groups based on the number of the reproduced propositions and types (weak or successful) of the reflection of the primary text denotative card. The authors designed and successfully implemented an innovative 11 stage-algorithm of revealing patterns of a printed text comprehension and its immediate recalls including the primary visual perception of the text, its primary interpretation, reading, encoding, reflection, preparation for an oral presentation, desobjectivation (distribution of semantic roles), interpretation, reflection, oral implementation and text. The work fills in certain gaps in the research, such as the specifics of immediate recalls production, identification of changes in propositional structures of immediate recalls, and expanding the corpus of semantic roles similar to Frame Net. The findings can be successfully applied in natural language processing and linguistic didactics.
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Solan, Harold. "EFFECTS OF TRAINING VISUAL ATTENTION ON READING COMPREHENSION." Optometry and Vision Science 78, SUPPLEMENT (December 2001): 146. http://dx.doi.org/10.1097/00006324-200112001-00226.

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O'Neil, Kathleen Ellen. "Reading Pictures: Developing Visual Literacy for Greater Comprehension." Reading Teacher 65, no. 3 (November 2011): 214–23. http://dx.doi.org/10.1002/trtr.01026.

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Yamaji, Megumi. "Development of Visual Discrimination and Kana Comprehension in Infants." Japan Journal of Logopedics and Phoniatrics 40, no. 4 (1999): 320–28. http://dx.doi.org/10.5112/jjlp.40.320.

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Yousef Atoum, Adnan, and Abdullah M. Reziq. "Can mental imagery predicts reading comprehension?" Current Research Journal of Social Sciences and Humanities 1, no. 1 (June 25, 2018): 13–20. http://dx.doi.org/10.12944/crjssh.1.1.02.

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The current study aimed at investigating the predictive ability of mental Imagery patterns on reading comprehension among students of the basic stage in Jordan. To achieve the aim of the study, 319 students chosen randomly from (6291) in Al-Quesmeh area in Amman, Jordan. In addition, the Sheveland (1992) mental imagery scale and the reading comprehension test were prepared and validated. The results of the study indicated that visual, auditory, olfactory and feelings Imagery predicted significantly reading comprehension.
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Carmean, Stephen L., and Rebecca A. Regeth. "Optimum Level of Visual Contrast Sensitivity for Reading Comprehension." Perceptual and Motor Skills 71, no. 3 (December 1990): 755–62. http://dx.doi.org/10.2466/pms.1990.71.3.755.

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Setianingsih, Tri. "ASSESSMENT TO IMPROVE READING COMPREHENSION." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 3, no. 2 (February 28, 2020): 83. http://dx.doi.org/10.33394/jo-elt.v3i2.2433.

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Reading comprehension is important skill to acquire information and knowledge from any kind sources. Difficulties in reading comprehension for students in learning English as EFL/ESL has forced teacher to apply appropriate principles and strategies. One strategy that believed can help to solve the problem in reading comprehension is assessment. Four Roles Model can be adapted for assessment and used as a framework to address the complex nature of reading comprehension difficulties by considering the reader as: (a) a code-breaker, (b) a text-participator, (c) a text-user, and (d) a text-analyser. Breaking the code emphasised decoding of the words, and encoding of information, understanding the conventions of written, spoken, and visual multimodal texts by recognising and using the surface features of print. There are two kinds table of assessment. Table 1 presents a flexible reading comprehension assessment matrix showing the four roles of the reader with the before, during and after reading phases. Table 2 shows the elements within the matrix can be adjusted to reflect appropriate items suited for different stages of reading development or with a particular focus in mind.
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Dissertations / Theses on the topic "Reading comprehension. Visual discrimination"

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Maderitz, Cecelia R. "A COMPARISON OF SIMPLE AND COMPLEX AUDITORY VISUAL DISCRIMINATION TRAINING." Youngstown State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1348842474.

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Chung, Kin-tim. "The influence of subject-matter knowledge, English proficiency and audio-visual induced schemata on L2 reading comprehension of scientific discourse." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21572495.

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Mangvwat, Solomon Elisha. "Cognitive and decoding correlates of reading comprehension in Nigerian children." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13673.

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The aim of this thesis was to better understand English as second language Nigerian children’s reading comprehension attainment, the first such study to be conducted in Nigeria. In the thesis three studies were conducted to investigate the influence of cognitive and decoding/reading skills on the children’s reading comprehension attainment, namely the preliminary study (Chapter-3) with one primary school in Nigeria, the main study (Chapter-4) with 13 state-run primary schools, and the control study (Chapter-5) including four primary schools in London, respectively. It was found that English as second language children’s reading comprehension performance is significantly influenced by cognitive, decoding and chronological age. The development of cognitive skills which is necessary for success in reading comprehension development is also dependent upon chronological age. That is, age-related increase in cognitive skills brings about increased engagement and more efficient reading comprehension attainment in the children. The normal cognitive development of the children had a positive role also on the children’s performance on language tests necessary for text comprehension. The study found that school socioeconomic background played a significant impact in the performance of Nigerian English as second language children – the better the socioeconomic background of the school the higher the reading comprehension attainment of the children. Furthermore gender was not a factor in the performance and development of reading comprehension by English as Second Language Nigerian children. This implies that parents, teachers and schools motivate and support children irrespective of being boys or girls to realise their full potentials without any discrimination. Having reviewed few theories of reading acquisition/development, the Simple view of reading (SVR) was found to be more appropriate for adoption in this study of Nigerian English as second language children’s reading comprehension attainment. The theory postulates that text comprehension is achieved when children have decoding skills and linguistic comprehension knowledge. The results obtained in Chapters 3 and 4 were in line with the Simple view of reading’s assertion – text comprehension depends on decoding and cognitive skills.
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Williams, Alexandra L. Gilbert Juan E. "SimBuilder Science an approach to enhancing reading literacy through visual programming /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Theses/WILLIAMS_ALEXANDRIA_34.pdf.

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Hussein, Ali A. "The impact of visual-verbal relationships on native-nonnative english speakers' reading processes and comprehension." Thesis, Aston University, 1989. http://publications.aston.ac.uk/14826/.

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The aim of this study was to comparatively investigate the impact of visual-verbal relationships that exist in expository texts on the reading process and comprehension of readers from different language background: native speakers of English (LI) and speakers of English as a foreign language (EFL). The study focussed, in this respect, on the visual elements (VEs) mainly graphs and tables that accompanied the selected texts. Two major experiments were undertaken. The first, was for the reading process using the post-reading questionnaire technique. Participants were 163 adult readers representing three groups: 77 (LI), 56 (EFL postgraduates); and 30 (EFL undergraduates). The second experiment was for the reading comprehension using cloze procedure. Participants were 123 representing the same above gorups: 50, 33 and 40 respectively. It was hypothesised that the LI readers would make use of VEs in the reading process in ways different from both EFL groups and that use would enhance each group's comprehension in different aspects and to different levels. In the analysis of the data of both experiments two statistical measurements were used. The chi-square was used to measure the differences between frequencies and the t-test was used to measure the differences between means. The results indicated a significant relationship between readers' language background and the impact of visual-verbal relationships on their reading processes and comprehension of such type of texts. The results also revealed considerable similarities between the two EFL groups in the reading process of texts accompanied by VEs. In the reading comprehension, however, the EFL undergraduates seemed to benefit from the visual-verbal relationships in their comprehension more than the postgraduates, suggesting a weak relationship of this impact for older EFL readers. Furthermore, the results showed considerable similarities between the reading process of texts accompanied by VEs and of whole prose texts. Finally an evaluation of this study was undertaken as well as practical implications for EFL readers and suggestions for future research.
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Hayes, Edmund B. "An investigation of the amount of phonological encoding vs. visual processing strategies employed by advanced American readers of Chinese Mandarin and native Chinese readers." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1261056855.

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Shea, Anne. "Visual Response: A Curriculum Unit Integrating Book Arts and Literature in the Elementary Classroom." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/93.

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This study focused on the integration of book arts in a fifth grade classroom. As an art teacher turned regular education teacher I was interested in the effects of integrating art into the area of reading. The curriculum unit consists of two lessons in which the students were invited to use books arts as a means of expression and comprehension. The lessons correlated with the novel Number the Stars, by Lois Lowry. The results include my observations and reflections as a practicing elementary teacher.
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Chung, Kin-tim, and 鍾建添. "The influence of subject-matter knowledge, English proficiency and audio-visual induced schemata on L2 reading comprehension ofscientific discourse." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960819.

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Ho, Ping-ping. "The role of phonological awareness and visual-orthographic skills on Chinese reading acquisitions for Singapore students." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36924003.

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Lee, Tsz-wing, and 李子穎. "Chinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209696.

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Reading comprehension of students with high-functioning autism spectrum disorder (HFASD) typically falls below their decoding skills. The present study explored the effectiveness of visual-cued facilitation, in forms of activation of prior knowledge and inducing comprehension monitoring behaviours, and inference bridging facilitation on reading comprehension. Twenty-eight primary students with HFASD and their typically-developing peers completed four comprehension exercises with a practical-writing text and three narrative passages with conditions: answering pre-reading questions with illustrations, within-text picture selection tasks, and control. Results indicated that challenges of students with HFASD in Chinese reading comprehension were similar to previous findings. Their performances were no longer statistically differentiable from their peers with visual-cued facilitations. Implication for practice and future direction were discussed.
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Educational Psychology
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Master of Social Sciences
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Books on the topic "Reading comprehension. Visual discrimination"

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Blanchard, Harry E. The pattern of utilization of visual information during fixations in reading. Champaign, Ill: University of Illinois at Urbana-Champaign, 1986.

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Hussein, Ali Ahmed. The impact of visual-verbal relationships on native-nonnative english speakers' reading processes and comprehension. Birmingham: Aston University. Language studies unit, 1989.

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Reading comprehension research and testing in the U.S. : undercurrents of race, class, and power in the struggle for meaning. New York: Lawrence Erlbaum Associates, 2007.

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Reading comprehension research and testing in the U.S.: Undercurrents of race, class, and power in the struggle for meaning. Mahwah, NJ: Lawrence Erlbaum Associates, 2004.

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Willis, Arlette Ingram. Reading comprehension research and testing in the U.S.: Undercurrents of race, class, and power in the struggle for meaning. New York: Lawrence Erlbaum Associates, 2008.

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Dibdin, Michael. The Last Sherlock Holmes Story. Oxford, England: Oxford University Press, 1995.

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Ontario. Le curriculum de l'Ontario: Anglais de la 4e à la 8e année. Toronto, Ont: Imprimeur de la Reine, 2006.

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Ontario. Le curriculum de l'Ontario: Anglais pour débutants de la 4e à la 8e année. Toronto, Ont: Imprimeur de la Reine, 2002.

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Ontario. Le curriculum de l'Ontario: Français cours de compétences linguistiques des écoles secondaires de l'Ontario (CCLESO) 12e année. Toronto, Ont: Imprimeur de la Reine, 2003.

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Ontario. Le curriculum de l'Ontario: Études sociales de la 1re à la 6e année ;histoire et géographie 7e et 8e année. Toronto, Ont: Imprimeur de la Reine, 2004.

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Book chapters on the topic "Reading comprehension. Visual discrimination"

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Heredia, Roberto R., Belem G. López, Omar García, Wualú A. Altamira, and Patricia G. González. "Bilingual Reading: The Visual Moving Window." In Methods in Bilingual Reading Comprehension Research, 99–121. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-2993-1_5.

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Martin, Jennifer M., and Jeanette Altarriba. "Rapid Serial Visual Presentation: Bilingual Lexical and Attentional Processing." In Methods in Bilingual Reading Comprehension Research, 61–98. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-2993-1_4.

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Zhang, Xueqing, and Sanya Liu. "Understanding Reading Comprehension in Multi-display Presenting System: Visual Distribution and Cognitive Effect." In Communications in Computer and Information Science, 207–14. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58753-0_32.

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Pae, Hye K. "The Impact of Digital Text." In Literacy Studies, 209–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55152-0_11.

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Abstract This chapter discusses reading on screen and in print, as the emergence of digital age has transformed our reading and attention. Digital reading reshapes the concept of reading with the use of various forms of social media that are full of acronyms and emoticons or emoji. Advantages and disadvantages of reading on screen and in print are reviewed. The effects of digitally-mediated text on information processing and reading comprehension are also discussed. Although reading online has merits, such as convenience, low cost, and easy accessibility, readers are likely to scan through an F-shaped gaze pattern. The use of digital media may have a significant influence on brain networks due to the brain’s adaptability and accommodating abilities. Digital text that includes more images and visual aids than hardcopy text may lead to more balanced brain functions. This may have implications for reduced script relativity in the future.
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Argyropoulos, Vassilios, Aineias Martos, Georgios Sideridis, Georgios Kouroupetroglou, Magda Nikolaraizi, and Maria Papazafiri. "Reading Comprehension Issues and Individuals with Visual Impairments: The Effects of Using 8-dot and 6-dot Braille Code Through a Braille Display." In Universal Access in Human-Computer Interaction. Access to Interaction, 71–81. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20681-3_7.

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McKeown, Pamela. "Visual discrimination." In Reading, 52–64. Routledge, 2017. http://dx.doi.org/10.4324/9781351236706-6.

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Bonvillian, John D., Nicole Kissane Lee, Tracy T. Dooley, and Filip T. Loncke. "7. Use of Manual Signs and Gestures by Hearing Persons." In Simplified Signs, 235–80. Open Book Publishers, 2020. http://dx.doi.org/10.11647/obp.0205.07.

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In Chapter 7, the authors change focus from the use of signs by deaf persons and with individuals with disabilities to how signing may enhance the learning and processing of spoken language by typically developing hearing children and adults. The first topic examined is the use of signs to foster infants’ and young children’s acquisition of their principal spoken language. Signs may further serve as an effective intervention strategy in academic settings for children with ADHD or as a means to improving vocabulary acquisition and reading comprehension for children who lag behind their age group on various language performance measures. Iconic signs and representative gestures may also be used to facilitate the acquisition of foreign language vocabulary when the signs are paired with the to-be-learned words. Finally, various studies concerning the positive benefits of learning to sign promote the possibility that using the visual-gestural modality may confer increased skills in various cognitive domains such as spatial memory, mental rotation, and facial discrimination.
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Potter, Mary C. "Rapid Serial Visual Presentation (RSVP)." In New Methods in Reading Comprehension Research, 91–118. Routledge, 2018. http://dx.doi.org/10.4324/9780429505379-5.

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Savaiano, Mackenzie E., Donald L. Compton, and Deborah D. Hatton. "Reading Comprehension for Braille Readers." In Current Issues in the Education of Students with Visual Impairments, 177–205. Elsevier, 2014. http://dx.doi.org/10.1016/b978-0-12-420039-5.00004-6.

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Marshall, Minda M. B., Simon George Taukeni, Rheinhold Disho Muruti, Gibert Likando, Cynthy Kaliinasho Haihambo, Mathilde Shihako, Chamelle De Silva, and Marshall M. "Maximizing Students' Learning Success Through Lab-on-Line." In Addressing Multicultural Needs in School Guidance and Counseling, 262–76. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch012.

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This chapter foregrounds the Lab-On-Line project, a technological innovation developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency with the explicit aim of improving comprehension. Thirty (30) 3rd year students at one of the University of Namibia campuses participated in the pilot study. A pre-test was conducted for placement purpose. Subsequently, the selected sample commenced with the Lab-On-Line program that consists of 20 lessons that were carried out twice a week over a period of five months. Thereafter a Standardized Reading Evaluation was performed to determine their language proficiency, reading speed per minute and comprehension ability. Results show that the majority of participating students had improved their perceptual development and reading speed (VPF), cognitive development and comprehension skills (CDF), and relative reading efficiency (AIUF).
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Conference papers on the topic "Reading comprehension. Visual discrimination"

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Li, Hui, Peng Wang, Chunhua Shen, and Anton van den Hengel. "Visual Question Answering as Reading Comprehension." In 2019 IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2019. http://dx.doi.org/10.1109/cvpr.2019.00648.

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Haristiani, Nuria, Herniwati Herniwati, and Aditya Muhammad Jauhar Azhar. "Visual Novel Media in Enhancing Intermediate Japanese Reading Comprehension." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007173707100715.

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Sood, Ekta, Simon Tannert, Diego Frassinelli, Andreas Bulling, and Ngoc Thang Vu. "Interpreting Attention Models with Human Visual Attention in Machine Reading Comprehension." In Proceedings of the 24th Conference on Computational Natural Language Learning. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.conll-1.2.

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Khusniyah, Nurul, Yumna Rasyid, and Ninuk Lustyantie. "Improving English Reading Comprehension: The Role of Visual Mind Mappingin SQ4R Strategy." In International Conference of Science and Technology for the Internet of Things. EAI, 2019. http://dx.doi.org/10.4108/eai.19-10-2018.2282214.

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Krupinski, Elizabeth A., Bruce Reiner, and Eliot Siegel. "How does radiology report format impact reading time, comprehension and visual scanning?" In SPIE Medical Imaging, edited by Claudia R. Mello-Thoms and Matthew A. Kupinski. SPIE, 2014. http://dx.doi.org/10.1117/12.2044426.

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Khusniyah, Nurul, Yumna Rasyid, and Ninuk Lustyantie. "Improving English Reading Comprehension: The Role of Visual Mind Mappingin SQ4R Strategy." In Proceedings of the 2nd International Conference of Science and Technology for the Internet of Things, ICSTI 2019, September 3rd 2019, Yogyakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.20-9-2019.2290822.

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Commodari, Elena, and Maria Guarnera. "LEARN TO READ: HOW VISUAL ANALYSIS AND MENTAL IMAGERY INFLUENCE READING COMPREHENSION, READING ACCURACY AND READING SPEED AT THE FIRST STAGE OF READING ACQUISITION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1206.

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Kalathottukaren, Rose Thomas, Suzanne C. Purdy, and Elaine Ballard. "Prosody perception, reading accuracy, nonliteral language comprehension, and music and tonal pitch discrimination in school aged children." In Interspeech 2014. ISCA: ISCA, 2014. http://dx.doi.org/10.21437/interspeech.2014-134.

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