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Journal of Writing Research|February 15, 2019
Effects of transcription ability and transcription mode on translation:: Evidence from written compositions, language bursts and pauses when students in grades 4 to 9, with and without persisting dyslexia or dysgraphia, compose by pen or by keyboardScott F Beers, Terry Mickail, Robert Abbott, et al.Creative Education|March 31, 2018
Relationships between Translation and Transcription Processes during fMRI Connectivity Scanning and Coded Translation and Transcription in Writing Products after Scanning in Children with and without Transcription DisabilitiesPeter Wallis, Todd Richards, Peter Boord, et al.Learning Disabilities (Pittsburgh, Pa.)|April 3, 2018
Movement Issues Identified in Movement ABC2 Checklist Parent Ratings for Students with Persisting Dysgraphia, Dyslexia, and OWL LD and Typical Literacy LearnersKathleen Nielsen, Sheila Henderson, Anna L Barnett, et al.Journal of Psychoeducational Assessment|December 18, 2018
Emotional and Behavioral Correlates of Persisting Specific Learning Disabilities in Written Language during Middle Childhood and Early AdolescenceKathleen Nielsen, Kathryn Andria-Habermann, Todd Richards, et al.Sensors (Basel, Switzerland)|April 19, 2013
A low-cost, computer-interfaced drawing pad for FMRI studies of dysgraphia and dyslexiaFrederick Reitz, Todd Richards, Kelvin Wu, et al.Neuropsychology|November 7, 2007
Functional MRI activation in children with and without dyslexia during pseudoword aural repeat and visual decode: before and after treatmentTodd Richards, Virginia Berninger, William Winn, et al.Cortex; a Journal Devoted to the Study of the Nervous System and Behavior|May 6, 2005
Anatomical signatures of dyslexia in children: unique information from manual and voxel based morphometry brain measuresMark A Eckert, Christiana M Leonard, Marko Wilke, et al.International Journal of Educational Methodology|August 24, 2018
Understanding Interest and Self-Efficacy in the Reading and Writing of Students with Persisting Specific Learning Disabilities during Middle Childhood and Early AdolescenceRobert Abbott, Terry Mickail, Todd Richards, et al.Trends in Neuroscience and Education|January 31, 2017
Idea units in notes and summaries for read texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findingsTodd Richards, Stephen Peverly, Amie Wolf, et al.Journal of Systems and Integrative Neuroscience|September 23, 2017
Relationships between Eye Movements during Sentence Reading Comprehension, Word Spelling and Reading, and DTI and fmri Connectivity In Students with and without Dysgraphia or DyslexiaKevin Yagle, Todd Richards, Katie Askren, et al.Pageof 3