Amante, L. (2004). Explorando as novas tecnologias em contexto de educação pré-escolar: A actividade escrita. / exploring new technologies in the preschool educational context: Writing activities.Análise Psicológica, 22(1), 139-154.

Beaucousin, V., Lacheret, A., Turbelin, M. -., Morel, M., Mazoyer, B., & Tzourio-Mazoyer, N. (2007). FMRI study of emotional speech comprehension. Cerebral Cortex, 17(2), 339-352.

Chapelle, C. A., & Douglas, D. (2006). Assessing language through computer technology. New York, NY, US: Cambridge University Press.

Dupont, V., & Bestgen, Y. (2006). Learning from technical documents: The role of intermodal referring expressions. Human Factors, 48(2), 257-264.

Hartley, J. (2007). Longitudinal studies of the effects of new technologies on writing: Two case studies. New York, NY, US: Elsevier Science.

Henao Alvarez, O., Ramirez Salazar, D. A., & Medina Medina, M. (2004). Increasing the reading capacity of the deaf using new technologies. [Potenciando la capacidad lectora de los sordos con el apoyo de nuevas tecnologias] Lectura y Vida, 25(4), 18-25.

Hyerle, D., Curtis, S., & Alper, L. (2004). Student successes with thinking maps: School-based research, results, and models for achievement using visual tools. Thousand Oaks, CA, US: Corwin Press.

Irausquin, R. S., Drent, J., & Verhoeven, L. (2005). Benefits of computer-presented speed training for poor readers.Annals of Dyslexia, 55(2), 246-265.

Jiménez, J. E., Hernández-Valle, I., Ramírez, G., del Rosario Ortiz, M., Rodrigo, M., Estévez, A., et al. (2007). Computer speech-based remediation for reading disabilities: The size of spelling-to-sound unit in a transparent orthography. The Spanish Journal of Psychology, 10(1), 52-67.

Klingner, J. K., Vaughn, S., & Boardman, A. (. (2007). Teaching reading comprehension to students with learning difficulties. New York, NY, US: Guilford Press.

Korat, O., & Shamir, A. (2007). Electronic books versus adult readers: Effects on children's emergent literacy as a function of social class. Journal of Computer Assisted Learning, 23(3), 248-259.

Korat, O., & Shamir, A. (2008). The educational electronic book as a tool for supporting children's emergent literacy in low versus middle SES groups. Computers & Education, 50(1), 110-124.

Levy, M., & Stockwell, G. (2006). Call dimensions: Options and issues in computer-assisted language learning. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.

LoPresti, E. F., Mihailidis, A., & Kirsch, N. (2004). Assistive technology for cognitive rehabilitation: State of the art. Neuropsychological Rehabilitation, 14(1-2), 5-39.

MacArthur, C. A. (2006). The effects of new technologies on writing and writing processes. New York, NY, US: Guilford Press.

MacArthur, C. A., Ferretti, R. P., Okolo, C. M., & Cavalier, A. R. (2001). Technology applications for students with literacy problems: A critical review. The Elementary School Journal.Special Issue: Instructional Interventions for Students with Learning Disabilities, 101(3), 273-301.

Mertens, D. M., & McLaughlin, J. A. (2004). Research and evaluation methods in special education. Thousand Oaks, CA, US: Corwin Press.

Mostow, J., Aist, G., Burkhead, P., Corbett, A., Cuneo, A., Eitelman, S., et al. (2003). Evaluation of an automated reading tutor that listens: Comparison to human tutoring and classroom instruction. Journal of Educational Computing Research, 29(1), 61-117.

O'Neil, H. F., & Perez, R. S. (Eds.). (2006). Web-based learning: Theory, research, and practice Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.

Pardo-Vázquez, J. L., & Fernández-Rey, J. (2008). External validation of the computerized, group administrable adaptation of the "operation span task". Behavior Research Methods, 40(1), 46-54.

Pollatsek, A., Juhasz, B. J., Reichle, E. D., Machacek, D., & Rayner, K. (2008). Immediate and delayed effects of word frequency and word length on eye movements in reading: A reversed delayed effect of word length. Journal of Experimental Psychology: Human Perception and Performance, 34(3), 726-750.

Ray, R. D., & Belden, N. (2007). Teaching college level content and reading comprehension skills simultaneously via an artificially intelligent adaptive computerized instructional system. Psychological Record, 57(2), 201-218.

Reinking, D. (. (2005). Multimedia learning of reading. New York, NY, US: Cambridge University Press.

Sands, W. A., Waters, B. K., & McBride, J. R. (Eds.). (1997). Computerized adaptive testing: From inquiry to operation Washington, DC, US: American Psychological Association.

Snow, C. E., Griffin, P., & Burns, M. S. (Eds.). (2005). Knowledge to support the teaching of reading: Preparing teachers for a changing world San Francisco, CA, US: Jossey-Bass.

Steuer, F. B., & Hustedt, J. T. (2002). TV or no TV? A primer on the psychology of television. Lanham, MD, US: University Press of America.

Taffe, S. W., & Gwinn, C. B. (2007). Integrating literacy and technology: Effective practice for grades K-6. New York, NY, US: Guilford Press.