Open Access
Issue |
MATEC Web of Conferences
Volume 150, 2018
Malaysia Technical Universities Conference on Engineering and Technology (MUCET 2017)
|
|
---|---|---|
Article Number | 05016 | |
Number of page(s) | 6 | |
Section | Education, Social Science & Technology Management | |
DOI | https://doi.org/10.1051/matecconf/201815005016 | |
Published online | 23 February 2018 |
- Abd Halim, F. A., K Sugathan, S., & Mohd Ariffin, M. (in press). Towards a Mobile App Design Model for Dyscalculia Children in Malaysia. In e-Learning, e-Management and e-Services (IC3e), 2017 IEEE Conference. IEEE. [Google Scholar]
- Aziz, F. A., Husni, H., & Jamaludin, Z. (2013). Translating interaction design guidelines for dyslexic children’s reading application. In Proceedings of the World Congress on Engineering (Vol. 2). [Google Scholar]
- Butterworth, B. (2013). Handbook of Mathematical Cognition: Chapter 26: Developmental Dyscalculia. Mathematical Cognition, 455-468. [Google Scholar]
- Bryant, D. P., Bryant, B. R., & Pfannenstiel, K. H. (2015). MathematicsInterventions : Translating Research Into Practice Mathematics Interventions : Translating Research Into Practice, (November). https://doi.org/10.1177/1053451214560893 [Google Scholar]
- Chinn, S. J., & Ashcroft, R. E. (2017). Mathematics for dyslexics and dyscalculics: a teaching handbook. Chichester, West Sussex: Wiley Blackwell. [Google Scholar]
- Cortiella C. & Horowitz, S. H. The State of Learning Disabilities: Facts, Trends and Emerging Issues. New York: National Center for Learning Disabilities, 2014. [Google Scholar]
- Cumming, T. M., Strnadová, I., & Singh, S. (2014). IPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project. Action Research, 12(2), 151-176. doi:10.1177/1476750314525480 [CrossRef] [Google Scholar]
- Duijzer, A. C. G. C., Shayan, S., Bakker, A., Van der Schaaf, M. F., & Abrahamson, D. (2017). Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition, 8(February), 1–19. https://doi.org/10.3389/fpsyg.2017.00144 [Google Scholar]
- Draper Rodriguez, C., Strnadova, I., & Cumming, T. (2014). Using iPads With Students With Disabilities: Lessons Learned from Students, Teachers, and Parents. Intervention in School and Clinic, 49(4), 244–250. https://doi.org/10.1177/1053451213509488 [CrossRef] [Google Scholar]
- Drigas, A., & Kokkalia, G. (2016). Mobile Learning for Special Preschool Education. International Journal of Interactive Mobile Technologies (iJIM), 10(1), 67. doi:10.3991/ijim.v10i1.5288 [CrossRef] [Google Scholar]
- Drigas, A., Pappas, M. ., & Lytras, M. (2016). Emerging Technologies for ICT based Education for Dyscalculia: Implications for Computer Engineering Education. International Journal of Engineering Education, 32(4), 1604-1610. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=bri&AN=117610015&site=ehost-live&scope=site [Google Scholar]
- Fletcher-Flinn, C. M. (2016). Developmental Dysgraphia as a Reading System and Transfer Problem: A Case Study. Front. Psycho, 7(149). doi:10.3389/fpsyg.2016.00149 [Google Scholar]
- Mazeyanti Mohd Ariffin, Fiqa Azureen Abd Halim, & Norshakirah Abd Aziz. (2017). Mobile application for dyscalculia children in Malaysia in Zulikha, J. & N. H. Zakaria (Eds.), Proceedings of the 6th International Conference on Computing & Informatics (pp 467-472). Sintok: School of Computing. [Google Scholar]
- Morin, A. (2014). Understanding Dyscalculia. Retrieved February 21, March 10 2016, from https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyscalculia/understanding-dyscalculia [Google Scholar]
- Nagavalli, T., & Juliet, P. (2015). Technology For Dyscalculic Children. SALEM, 16, 1-10. Retrieved January 16, 2017 [Google Scholar]
- Nayton, M., Hettrich, E. L., Samar, S., & Wilkinson, C. (2017). Evidence-Based Assessment and Interventions for Problems with Reading in School Psychology. In Handbook of Australian School Psychology(pp. 173-195). Springer International Publishing [CrossRef] [Google Scholar]
- OK, M. W., & Bryant, D. P. (2015). Effects of a Strategic Intervention With iPad Practice on the Multiplication Fact Performance of … Effects of a Strategic Intervention With iPad Practice on the Multiplication Fact Performance of Fifth-Grade Students With Learning Disabilities, (August). https://doi.org/10.1177/0731948715598285 [Google Scholar]
- Ok, M. W., Kim, M. K., Kang, E. Y., & Bryant, B. R. (2016). How to Find Good Apps: An Evaluation Rubric for Instructional Apps for Teaching Students With Learning Disabilities. Intervention in School and Clinic, 1053451215589179-. https://doi.org/10.1177/1053451215589179 [Google Scholar]
- Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Designing and creating an educational app rubric for preschool teachers. Education and Information Technologies. doi:10.1007/s10639-017-9579-0 [Google Scholar]
- Plerou, A. (2014). Dealing With Dyscalculia Over Time. Icicte, (2008), 1–12. https://doi.org/10.13140/2.1.4229.5681 [Google Scholar]
- Rello, L., & Baeza-Yates, R. (2013). Good fonts for dyslexia. ASSETS 2013: Proceedings of the 15th International ACM SIGACCESS Conference on Computers and Accessibility, 1–8. https://doi.org/10.1145/2513383.2513447 [Google Scholar]
- Skiada, R., Soroniati, E., Gardeli, A., & Zissis, D. (2014). EasyLexia: A Mobile Application for Children with Learning Difficulties. Procedia Computer Science, 27(Dsai 2013), 218–228. https://doi.org/10.1016/j.procs.2014.02.025 [CrossRef] [Google Scholar]
- Vukovic, R. K., & Lesaux, N. K. (2013). The language of mathematics: Investigating the ways language counts for children’s mathematical development. Journal of Experimental Child Psychology, 115(2), 227-244. doi:10.1016/j.jecp.2013.02.002 [CrossRef] [Google Scholar]
- Weng, P., & Taber-Doughty, T. (2015). Developing an App Evaluation Rubric for Practitioners in Special Education. Journal of Special Education Technology, 30(1), 43-58. doi:10.1177/016264341503000104 [CrossRef] [Google Scholar]
Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.
Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.
Initial download of the metrics may take a while.