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REFERENCES • “Bridging the Gap Between Neuroscience and Education: Summary of a Workshop Co-sponsored by the Education Commission of the States and the Charles A. Dana Foundation” (Denver: Education Commission of the States, 1996),p.5 • Anderson, R Y (1999) First Steps: to a physical basis of concentration, Crown House, Wales • Carver. C and Moseley D. (1994) Word Recognition and Phonic Skills Manual, Hodder and Stoughton, London • Critchley, M (1970) The Dyslexic Child. London: Heinemann medical Books • Critchley, M and Critchley E A (1978) Dyslexia Defined. London: Ackford • Denckla, M B and Rudel, R G (1976): Naming of Object-drawings by Dyslexic and Other Learning Disabled Children. Brain and Language, 3, 1-15 • Dennison, Paul and Gail. (1994). Brain Gym: Teacher's Edition Revised. Ventura, CA: Edu-Kinesthetics, Inc. USA • Donczic, J (1994) Brain Exercises Improve Reading and Memory Reported in Brain Gym Journal (2001), www. braingym.org • Dore, W, Rutherford, R (2001) Closing the Gap. Paper presented at the 6th International Conference on Dyslexia, York, Uk • Fabbro, F., Moretti, R., Bava, A. (2000) Language Impairments in Patients with Cerebellar Lesions. Journal of Neurolinguistics, 13 (2-3), 173-188 • Farnham-Diggory, S. (1992) The Learning-Disabled Child, Harvard, London • Fawcett, A (Ed) (2001) Dyslexia Theory and Good Practice.
Approximate Word count = 803
Approximate Pages = 3.2
(250 words per page double spaced)
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