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Colouring the path from instruction to practice: perspectives on software for struggling readers., , and . IDC, page 331-334. ACM, (2015)Exploring the Design Space of Tangible Systems Supported for Early Reading Acquisition in Children with Dyslexia., , and . TEI, page 689-692. ACM, (2016)Button Matrix: How Tangible Interfaces can Structure Physical Experiences for Learning., and . TEI, page 301-304. ACM, (2015)Design Rationale: Opportunities and Recommendations for Tangible Reading Systems for Children., , and . IDC, page 101-112. ACM, (2016)The Code of Many Colours: Evaluating the Effects of a Dynamic Colour-Coding Scheme on Children's Spelling in a Tangible Software System., , and . IDC, page 473-485. ACM, (2016)East meets west: a mobile brain-computer system that helps children living in poverty learn to self-regulate., , , and . Pers. Ubiquitous Comput., 22 (4): 839-866 (2018)Cultural Differences in Visual Search for Geometric Figures., , , , , , , and . Cogn. Sci., 42 (1): 286-310 (2018)Designing Tangibles for Children: One Day Hands-on Workshop., , , , and . IDC, page 726-730. ACM, (2016)Embodying Alternate Attitudes: Design Opportunities for Physical Interfaces in Persuasive Gaming Experiences., , and . TEI, page 404-409. ACM, (2016)PhonoBlocks: A Tangible System for Supporting Dyslexic Children Learning to Read., , and . TEI, page 533-538. ACM, (2015)