Research graph
References from Does artificial intelligence-supported rhythm-enhanced phonological awareness training improve early reading in children with attention-deficit/hyperactivity disorder? A randomised controlled intervention study. Local targets link to admitted publications; unresolved targets remain external evidence.
The training of rhythm skills and executive function: a systematic review
10.1177/20592043241305922 · External reference
Rhythm and reading: connecting the training of musical rhythm to the development of literacy skills
10.1007/s10643-024-01654-4 · External reference
When and where do we apply what we learn? A taxonomy for far transfer
10.1037/0033-2909.128.4.612 · 2002 · External reference
Reading performance in children with ADHD: an eye-tracking study
10.1007/s11881-022-00269-x · 2022 · External reference
Are reading interventions effective for at-risk readers with ADHD? A meta-analysis
10.1177/10870547221130111 · 2023 · External reference
Chatbot dialogic reading boosts comprehension for Chinese kindergarteners with higher language skills
10.1016/j.jecp.2023.105842 · 2024 · External reference
Unresolved reference
1988 · External reference
Evaluating the simple view of reading for children with attention-deficit/hyperactivity disorder
10.1037/edu0000806 · 2023 · External reference
Rhythmic motor entrainment in children with speech and language impairments: tapping to the beat
10.1016/j.cortex.2007.09.008 · 2009 · External reference
Rapid naming and phonemic awareness in children with or without reading disabilities and/or ADHD
10.1177/0022219415609186 · 2017 · External reference
The effects of ADHD treatment and reading intervention on the fluency and comprehension of children with ADHD and word reading difficulties: a randomized clinical trial
10.1080/10888438.2019.1640704 · 2020 · External reference
Dialogic reading with attention-deficit-hyperactivity disorder (ADHD) kindergarteners: does reading with parents or siblings enhance their language development?
10.1037/dev0001466 · 2023 · External reference
Does shared reading with AI chatbot promote language development in kindergarteners with ADHD
10.1080/09500782.2025.2560492 · 2026 · External reference
Reading comprehension and metalinguistic knowledge in Chinese readers: A meta-analysis
10.3389/fpsyg.2019.03037 · 2020 · External reference
Phonemic awareness instruction helps children learn to read: evidence from the National Reading Panel's meta-analysis
10.1598/rrq.36.3.2 · 2001 · External reference
Does music training enhance literacy skills? A meta-analysis
10.3389/fpsyg.2015.01777 · 2015 · External reference
A temporal sampling framework for developmental dyslexia
10.1016/j.tics.2010.10.001 · 2011 · External reference
The role of rhythm in learning to read in children with and without reading difficulties: an intervention study
10.1016/j.learninstruc.2025.102273 · 2026 · External reference
The immediate and longer-term effectiveness of a speech-rhythm-based reading intervention for beginning readers
10.1111/1467-9817.12126 · 2018 · External reference
A survey of outlier detection methodologies
10.1023/b:aire.0000045502.10941.a9 · 2004 · External reference
Sensitivity to speech rhythm explains individual differences in reading ability independently of phonological awareness
10.1348/026151007x241623 · 2008 · External reference
Sociocultural approaches to learning and development: a Vygotskian framework
10.1207/s15326985ep3103&4_4 · 1996 · External reference
Multiple pathways by which compounding morphological awareness is related to reading comprehension: evidence from Chinese second graders
10.1002/rrq.262 · 2020 · External reference
The feasibility and acceptability of using a digital conversational agent (Chatbot) for delivering parenting interventions: systematic review
10.2196/55726 · 2024 · External reference
Reaction time variability in ADHD: a meta-analytic review of 319 studies
10.1016/j.cpr.2013.06.001 · 2013 · External reference
Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs
10.3389/fpsyg.2013.00863 · 2013 · External reference
Parent—child joint picture-book reading among children with ADHD
10.1177/1087054708315135 · 2009 · External reference
A systematic review of AI-driven intelligent tutoring systems (ITS) in K-12 education
10.1038/s41539-025-00320-7 · 2025 · External reference
A computer-based pinyin intervention for disadvantaged children in China: effects on pinyin skills, phonological awareness, and character reading
10.1002/dys.1654 · 2020 · External reference
An analysis of children’interaction with an AI chatbot and its impact on their interest in reading
10.1016/j.compedu.2022.104576 · 2022 · External reference
Why are listeners hindered by talker variability?
10.3758/s13423-023-02355-6 · 2024 · External reference
Effectiveness of dialogic reading versus typical reading on emotional regulation of children with attention-deficit hyperactivity disorder (ADHD) in China: a comparison of artificial intelligence (AI) and social worker-led training
10.1177/10497315261425186 · 2026 · External reference
Improving resilience of a child with ADHD: a context specific intervention program through dialogic and guided reading
10.1080/1034912x.2021.1929085 · 2021 · External reference
Generalized eta and omega squared statistics: measures of effect size for some common research designs
10.1037/1082-989x.8.4.434 · 2003 · External reference
The effectiveness of artificial intelligence-based interventions for students with learning disabilities: a systematic review
10.3390/brainsci15080806 · 2025 · External reference
The worldwide prevalence of ADHD: a systematic review and metaregression analysis
10.1176/ajp.2007.164.6.942 · 2007 · External reference
Neural entrainment to rhythmic speech in children with developmental dyslexia
10.3389/fnhum.2013.00777 · 2013 · External reference
Impacts of acoustic-phonetic variability on perceptual development for spoken language: a review
10.1002/wcs.1558 · 2021 · External reference
Unresolved reference
1995 · External reference
Effectiveness of reading interventions on literacy skills for Chinese children with and without dyslexia: a meta-analysis of randomized controlled trials
10.1007/s10648-024-09915-9 · 2024 · External reference
The effectiveness of phonological training and morphological training in Chinese children with reading difficulty
10.1007/s11145-024-10623-7 · 2025 · External reference
Phonological awareness in young Chinese children
10.1111/j.1467-7687.2007.00654.x · 2008 · External reference
Prevalence and correlates of adult attention-deficithyperactivity disorder: meta-analysis
10.1192/bjp.bp.107.048827 · 2009 · External reference
Comparing treatments for children with ADHD and word reading difficulties: a randomized clinical trial
10.1037/ccp0000170 · 2017 · External reference
Auditory processing interventions and developmental dyslexia: a comparison of phonemic and rhythmic approaches
10.1007/s11145-012-9359-6 · 2013 · External reference
Musical perception skills, phonological awareness, and reading difficulties in Chinese
10.1016/j.cogdev.2025.101571 · 2025 · External reference
Exploring the effect of dialogic reading on children with autism spectrum disorder: Do siblings promote their language development?
10.1016/j.appdev.2024.101701 · 2024 · External reference
AI-assisted drawing therapy for children with ADHD: a randomised controlled trial
10.1016/j.ctim.2025.103262 · 2025 · External reference
Shared book reading with AI chatbots: comparison of the effects of instructional style on children’s language abilities between typical and poor readers
10.1080/09500782.2025.2501081 · 2026 · External reference
Enhancing phonological awareness in first and second language by Jyutping training: evidence from Cantonese-English bilingual children
2026 · External reference
