Kamijo, K., Pontifex, M. B., O'Leary, K. C., Scudder, M. R., Wu, C. T., Castelli, D. M., & Hillman, C. H. (2011). The effects of an afterschool physical activity program on working memory in preadolescent children. Developmental Science, 14(5), 1046-1058.
Beery, K. E., Buktenica, N. A., & Beery, N. A. (2010). The Beery-Buktenica developmental test of visual-motor integration: Administration, scoring, and teaching manual (6th ed.). Minneapolis, MN: NSC Pearson.
Ahmed, S. F., Ellis, A., Ward, K. P., CHaku, N., & Davis-Kean, P. (2022). Working memory development from early childhood to adolescence using two nationally representative samples. Developmental Psychology, 58(10), 1962-1973.
Fisher, K. (2005). Linking pedagogy and space. Victoria University Australia: Department of Education and Training. Retrieved from https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/interdisciplinary/ict/pedagspace.pdf
Krebs-Smith, S. M., Guenther, P. M., Subar, A. F., Kirkpatrick, S. I., & Dodd, K. W. (2010). Americans do not meet federal dietary recommendations. The Journal of Nutrition, 140(10), 1832-1838.
Kleekamp, M.C. & Zapata, A. (2018). Interrogating depictions of disability in children's picturebooks. The Reading Teacher,72(5), 589-597.
Kent, S., Wanzek, J., Petscher, Y., Al Otaiba, S., & Kim, Y. S. (2014). Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language. Reading and writing, 27(7), 1163-1188.
Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1-34.
Swanson, L., & Kim, K. (2007). Working memory, short-term memory, and naming speed as predictors of children's mathematical performance. Intelligence, 35, 151–168.
Meyer, N. K., & Bouck, E. C. (2014). The impact of text-to-speech on expository reading for adolescents with LD. Journal of Special Education Technology, 29(1), 21-33.