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Relevant bibliographies by topics / Children learning

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Academic literature on the topic 'Children learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Children learning"

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Kishore, Dr Kaushal, and Dr Amni Sahni. "Teaching Children with Learning Disabilities through Cooperative Learning." Indian Journal of Applied Research 1, no. 1 (October 1, 2011): 41–42. http://dx.doi.org/10.15373/2249555x/oct2011/13.

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Dr. Sharmista, Dr Sharmista. "Concept development in learning disabled children." International Journal of Scientific Research 2, no. 8 (June 1, 2012): 117–19. http://dx.doi.org/10.15373/22778179/aug2013/39.

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Povian, Cristina Maria, and Cristian Dumitrescu. "New Learning Environments for Street Children." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 7 (January 27, 2016): 19–24. http://dx.doi.org/10.18844/gjhss.v2i7.1175.

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Thi Tham, Nguyen, and Phan Thi Thuy. "SUPPORTING CHILDREN WITH DEAF-BLINDNESS IN LEARNING." Journal of Science, Educational Science 62, no. 6 (2017): 169–75. http://dx.doi.org/10.18173/2354-1075.2017-0141.

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G.Panneerselvam, G. Panneerselvam, and Dr J. Sujathamalini Dr. J. Sujathamalini. "Emotional Intelligence of Children With Learning Disabilities." Indian Journal of Applied Research 4, no. 7 (October 1, 2011): 144–46. http://dx.doi.org/10.15373/2249555x/july2014/43.

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Tsuchiyama, Elaine. "Learning from Children." Thinking: The Journal of Philosophy for Children 17, no. 1 (2004): 50–53. http://dx.doi.org/10.5840/thinking2004171/221.

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Mosley, Jenny. "Learning from children." 5 to 7 Educator 2007, no. 26 (April 2007): 21–22. http://dx.doi.org/10.12968/ftse.2007.6.2.22939.

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Whitehead, Marian. "Young children learning." Early Years 34, no. 2 (April 3, 2014): 203–5. http://dx.doi.org/10.1080/09575146.2014.906093.

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Moszynski, P. "Learning from children." BMJ 339, no. 30 1 (November 30, 2009): b5086. http://dx.doi.org/10.1136/bmj.b5086.

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Diamond, Julie. "Learning about Children Learning about Squirrels∗." New Educator 3, no. 4 (November 2007): 303–22. http://dx.doi.org/10.1080/15476880701653402.

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Dissertations / Theses on the topic "Children learning"

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Yamanashi, Julie E. "Children helping children : a cooperative learning approach /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17809.pdf.

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Felini-Smith, Linda. "A Parent Questionnaire Examining Learning Disabled and Non-Learning Disabled Children's Spatial Skills." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc500569/.

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Investigations of children's spatial ability have typically looked at performance on laboratory tasks, and none have examined differences between learning disabled and non-learning disabled children. The present study surveyed sixty-seven parents of third and sixth grade children about the types of spatial activities children engage in everyday. Parents of learning disabled and non-learning disabled children were included. Results provided information about the types of spatial activities children engage in and the relationships between participation and performance. Major findings included differences between learning disabled and non-learning disabled children in navigational ability and in the strategies employed in difficult or ambiguous spatial situations. Findings were discussed in terms of the influence learning disabled children's negative self evaluations have on their performance.

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Geddes, Jeffrey D. "Childhood Learning: Examining Attitudes toward School and Learning Ability." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9929/.

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A child's ability to learn in school and school performance are affected by various factors. Variables that affect learning and academic performance in 46 children, 4 - 7 years old, were examined. Children, parents, and teachers completed questionnaires rating children's attitudes and behavior toward school. Children completed a computerized matching-to-sample (MTS) task. The MTS trained the children to form 3 stimulus classes. One stimulus class included three arbitrary stimuli, the others contained a positively or negatively valenced stimulus, a school-related stimulus, and an arbitrary stimulus. Class formation performance was assessed. Rate of learning predicted attitudes toward school, school attitudes predicted academic performance; however a hypothesized mediation effect of attitudes was not demonstrated. No significant differences in rate of forming stimulus classes containing emotionally valenced and school stimuli were found. Future directions for intervention in the early education of students who have poor attitudes toward school are discussed.

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Liu, Weiping. "Learning environments of Chinese Only Children." Diss., Ludwig-Maximilians-Universität München, 2010. http://nbn-resolving.de/urn:nbn:de:bvb:19-161879.

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Geddes, Jeffrey D. Murrell Amy Rebekah Epstein. "Childhood learning examining attitudes toward school and learning ability /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9929.

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Shotola, Karalee. "The Portrayal of Dyslexia and Children in Children’s Picture Books." Thesis, Linköpings universitet, Tema Barn, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-163905.

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Research on the portrayal of child characters with dyslexia in picture books is limited, therefore in this thesis, I analyzed six children’s picture books published in English speaking countries including the United States, Canada, and Australia for their portrayal of dyslexia, the plot, the characterization of the child, and the child’s relationship with others. I read through the books multiple times and conducted a content analysis to identify patterns in the portrayal of images of dyslexia and the child characters over the period of 1995-2018. Through the analysis of images of dyslexia, it became apparent that dyslexia had a major impact on the story of the six books and was often described as a challenge. Furthermore, the character’s teachers were often the first to recognize the symptoms of dyslexia,and the characters commonly received treatment through their schools. When analyzing the plot, the themes of acceptance and pretending as well as the shift from happy endings to realistic endings became apparent. When the portrayal of the child characters were analyzed, their strengths were in areas outside of reading and writing, and their weaknesses were due to dyslexia. In addition, the characters’ negative self-concept and their lack of ethnic diversity became evident. Lastly, the analysis of the character’s relationships with others showed the supportive role of their parents and teachers, along with the shifting portrayal of bullying classmates to supportive friends. The analysis of this thesis revealed similar findings to previous research conducted on children’s books portraying children with dyslexia,as well as comparable findings to the research on the real experiences of children who have dyslexia.

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Chapman, Rachel. "Learning to pretend: an investigation of cultural learning in young children." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19232.pdf.

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Hannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.

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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate.
The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.
These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.

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Feldblyum, Joshua Mark. "Mutual exclusivity in bilingual word learning." Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1564016531&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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White, Ruby Jane. "Inside out : young children learning within nature." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42052.

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The purpose of this research was to expand understanding of the potential value of the natural outdoors as a learning environment for young children. Within the frame of The United Nations Rights of the Child and social constructivist learning theory, this qualitative case study explores young children’s perspectives through their self chosen points of interest within the natural outdoors of their early learning setting. The research site was within an urban/rural interface community in Southwestern Coastal British Columbia. Eight child participants between 3-5 years of age assumed the role of participant researchers to create digital photographs of their outdoor interests, which served as the primary data source. These photographs were supported by video recordings of the children’s ordinary moments outdoors and researcher field notes. The data was coded and categorized using the constant comparison method, resulting in 7 categories and 3 subcategories that revealed the children’s primary interests and points of connection outdoors, as being within and between nature, manufactured objects and people. These points of connection were then merged and discussed within the broader theme of Interfaces and Connections. The discussion includes: categories of interest, contrasts and interactions as they relate to the child/nature literature, early learning practice, children’s rights and social constructivist theory. Also noted is the children’s use of multiple perspectives and their self chosen verbal silences. The limitation and strengths of the research are acknowledged and followed by implications for practice and invitations for future research.

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Books on the topic "Children learning"

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Hughes, Martin, 1949 May 15-, ed. Young children learning. 2nd ed. Malden, MA: Blackwell Pub., 2002.

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Naremore, Rita C. Children learning language. 3rd ed. New York: Harper & Row, 1990.

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Robert, Hopper, and Hooper Robert, eds. Children learning language. 3rd ed. San Diego: Singular Pub. Group, 1997.

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Tizard, Barbara, and Martin Hughes, eds. Young Children Learning. Oxford, UK: Blackwell Publishing Ltd, 2002. http://dx.doi.org/10.1002/9780470774328.

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Pluckrose, Henry. Children learning history. Hemel Hempstead, Herts: Simon & Schuster Education, 1993.

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Pinter, Annamaria. Children learning second languages. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2011.

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Children learning at home. London: Falmer, 1990.

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Children with learning difficulties. London: Cassell, 1990.

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Pinter, Annamaria. Children learning second languages. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2011.

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Children with learning difficulties. London: Cassell, 1990.

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Book chapters on the topic "Children learning"

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Kneedler, Rebecca Dailey, and Ruth Lyn Meese. "Learning-Disabled Children." In Handbook of Behavior Therapy in Education, 601–29. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4613-0905-5_23.

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Taylor, Ronald L., and Les Sternberg. "Students with Learning Disabilities." In Exceptional Children, 35–60. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_3.

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Marafiote, Richard A. "Observational Learning." In The Custody of Children, 109–23. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-7473-2_6.

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Taylor, Ronald L., and Les Sternberg. "Teaching Students with Learning Disabilities." In Exceptional Children, 61–90. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_4.

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Collister, Peter, and Michael Etherton. "Prelims - Children Actively Learning." In Children Actively Learning, i—vi. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1991. http://dx.doi.org/10.3362/9781780441818.000.

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Collister, Peter, and Michael Etherton. "1. Children Actively Learning." In Children Actively Learning, 1–58. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1991. http://dx.doi.org/10.3362/9781780441818.001.

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Fredricks, Jennifer A., Kate E. Flanagan, and Corinne J. Alfeld. "Getting Excited About Learning." In Teaching Gifted Children, 409–15. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-82.

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Tan, Charlene. "Tiger Mothers, Dragon Children." In Learning from Shanghai, 53–65. Singapore: Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4021-87-6_5.

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Wagner, Daniel A. "Children and Basic Skills." In Learning as Development, 100–121. New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9780203115305-6.

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Klein, Jeanne. "Learning Theatre from Children." In New Directions in Teaching Theatre Arts, 209–24. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89767-7_13.

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Conference papers on the topic "Children learning"

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Aboltina, Liga. "Pre-School Teachers’ Understanding about Children's Self-Directed Learning." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.001.

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As society evolves, the need for a paradigm shift from teaching-centred to learning-centred education has become stronger. The learning processes focus on how children learn instead of how teachers teach, and it requires children to take responsibility for their own learning, thus promoting self-affirmation and self-directed learning. Implementation of a competency-based learning approach requires improving transversal skills, including self-directed learning. Unfortunately, preschool teachers lack a common understanding about children's self-directed learning. It is still a habit to set the goal of lessons to provide ready knowledge to lead and control the learning process. Observations in preschool classes show that teachers often do not have sufficient understanding on how to organize and process self-directed learning. In various studies self-directed learning is mainly based on the experience of schools and universities, associating preschools with school practice and researches. Schools and teachers are challenged to promote children’s self-directed learning. The aim of the paper is to identify the understanding of preschool teachers about self-directed learning in preschool and to find out the criteria for self-directed learning. Research methods used was content analysis of scientific literature and sources and survey of teachers. The research results indicate that preschool teachers relatively understand the essence of self-directed learning and determine the need for preschool teachers to promote children's self-directed learning in preschools.

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Grey, Francois, Jiawei Li, Qingyuan Shi, Ellie Doney, Weng Hoe Chen, and Jeffrey Shen. "Lifelong learning lab." In IDC '15: Interaction Design and Children. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2771839.2771922.

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Zimmermann-Niefield, Abigail, Makenna Turner, Bridget Murphy, Shaun K. Kane, and R. Benjamin Shapiro. "Youth Learning Machine Learning through Building Models of Athletic Moves." In IDC '19: Interaction Design and Children. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311927.3323139.

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Wardrip, Peter S., and Lisa Brahms. "Learning practices of making." In IDC '15: Interaction Design and Children. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2771839.2771920.

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Bell, Adam, and Katie Davis. "Learning through Participatory Design." In IDC '16: Interaction Design and Children. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2930674.2930705.

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Parigi, Laura, Alessandra Anichini, Rudi Bartolini, and Stefania Chipa. "YOUNG CHILDREN AND TECHNOLOGIES: FROM TEACHERS BELIEFS TO CHILDREN EXPERIENCE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0251.

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Heslop, Philip, Ahmed Kharrufa, Madeline Balaam, David Leat, Paul Dolan, and Patrick Olivier. "Learning extended writing." In IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485765.

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Leong, Zeina Atrash, and Michael S. Horn. "Waiting for learning." In IDC'14: Interaction Design and Children 2014. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2593968.2593970.

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"Mobile Devices and Parenting [Extended Abstract]." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3981.

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Aim/Purpose: This presentation will discuss how mobile devices are used to keep children busy and entertained during child care activities. Mobile devices are considered the 21st “Century Nanny” since parents and caregivers use those tools to engage children’s attention for indefinite periods of time. Research background on touch screen devices and children’s age groups are presented to map age to screen activities and the type of device used. The literature is then compared to a small sample of 45 students attending Pasitos, a pre-k and 1st and 2nd grade school in El Salvador, and the type of mobile devices they used after school. Background: The wide adoption of mobile devices to keep children busy and entertained is a growing concern and a cause for passionate debates. Methodology: This study considered two types of research to compare findings. One study was gathered from the literature to demonstrate how children use mobile devices, apps, and video genres based on age groups. The second study looked at 45 children attending Pasitos and the type of mobile devices they used during child care time at home. Pasitos is a pre-k and 1st and 2nd grade school in El Salvador. Contribution: Identify the type of mobile devices mostly used by children during child care activities. Findings: (1) Touchscreens are the most intuitive interfaces for young children; (2) children’s use of technology can strengthen the relationships between home and school; and (3) mobile apps consider children’s emotions, learning activities, and interaction in the development and design. Recommendations for Practitioners: Touchscreens are the most intuitive interfaces for young children, and adult supervision enhances the children's experience. Recommendation for Researchers: Mobile apps for design and development must consider children’s emotions, learning activities, and interaction. Impact on Society: Children’s use of technology can strengthen the relationships between home and school. Future Research: Few studies have researched the impact of young children’s cognitive and social development with the use of mobile apps.

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"Session details: Learning and literacy." In IDC '18: Interaction Design and Children, edited by Elisa Rubegni. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3247770.

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Reports on the topic "Children learning"

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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.

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Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.

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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.

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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.

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Casado del Río, MA, M. Garmendia Larrañaga, and C. Garitaonandia Garnacho. Internet and Spanish children with learning and behavioural problems and other disabilities. Revista Latina de Comunicación Social, March 2019. http://dx.doi.org/10.4185/rlcs-2019-1350en.

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McCausland, Kathleen. A comparative study of the short-term auditory memory span and sequence of language/learning disabled children and normal children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2849.

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Kaffenberger, Michelle. Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock: Actions to (More Than) Mitigate Loss. Research on Improving Systems of Education (RISE), June 2020. http://dx.doi.org/10.35489/bsgrise-ri_2020/017.

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The COVID-19 pandemic has forced 1.7 billion children out of school temporarily. While many education systems are attempting varying degrees of remote learning, it is widely accepted that the closures will produce substantial losses in learning (World Bank, 2020; Kuhfeld et al., 2020). However, the real concern is not just that a few months of learning will be lost in the short run, but that these losses will accumulate into large and permanent learning losses as many children fall behind during school closures and never catch up. This note uses a calibrated model with a “pedagogical production function” (Kaffenberger and Pritchett, 2020) to estimate the potential long-term losses to children’s learning from the temporary shock of school closures. The model shows that without mitigation, children could lose more than a year’s worth of learning even from a three-month school closure as the short-term losses continue to compound after children return to school. Turning to mitigation strategies, the note examines the long-term effects of two strategies, finding that with some mitigation efforts education systems could come back from the crisis stronger than before.

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Yu, Wanchi. Implicit Learning of Children with and without Developmental Language Disorder across Auditory and Visual Categories. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7460.

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Hannah, Elizabeth F. S., and Sharon Tonner. Exploring the use of The Learning Cloud to enhance literacy development of primary school children. University of Dundee, January 2016. http://dx.doi.org/10.20933/10000102.

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Lyuckanova, Miglena, Lora Lyamova, Yordanka Lalova, Antoaneta Kalonkina, Vasil Kolev, and Juliana Yordanova. The Role of Implicit Sequence Learning in the Auditory Modality for Phonological Awareness in Children. "Prof. Marin Drinov" Publishing House of Bulgarian Academy of Sciences, September 2018. http://dx.doi.org/10.7546/crabs.2018.09.07.

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Silberstein, Jason. Measuring, Visualising, and Simulating Solutions to the Learning Crisis: New Evidence From Learning Profiles in 18 Countries. Research on Improving Systems of Education (RISE), June 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/029.

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