Abid, M., Bhirma, M. A., Mubeen, M., Zahid, A. B., & Shahid, S. (2019). Peppy: A paper-based augmented reality application to help children against dysgraphia. Proceedings of the 18th ACM International Conference on Interaction Design and Children.

Biotteau, M., Danna, J., Baudou, É., Puyjarinet, F., Velay, J.-L., Albaret, J.-M., & Chaix, Y. (2019). Developmental coordination disorder and dysgraphia: Signs and symptoms, diagnosis, and rehabilitation. Neuropsychiatric Disease and Treatment, 15, 1873–1885. https://doi.org/10.2147/NDT.S120514

Cadoret, G., Bigras, N., Duval, S., Lemay, L., Tremblay, T., & Lemire, J. (2018). The mediating role of cognitive ability on the relationship between motor proficiency and early academic achievement in children. Human Movement Science, 57, 149–157. https://doi.org/10.1016/j.humov.2017.12.002

Giordano, D., & Maiorana, F. (2015). A mobile web game approach for improving dysgraphia. In Proceedings of the 7th International Conference on Computer Supported Education – CSEDU, 1, 328–333.

Gkeka, E., & Drigas, A. (2022). Ict’s and dysgraphia. Technium Social Sciences Journal, 31, 228–240. https://doi.org/10.47577/tssj.v31i1.6423

Harris, G. M. (2017). Evaluating the efficacy of video self-modeling for remediating dysgraphia in children with autism spectrum disorders [Disertační práce, Walden University]. Walden Dissertations and Doctoral Studies. https://scholarworks.waldenu.edu/dissertations/3165

Holmes, V. M., & Quinn, L. (2009). Unexpectedly poor spelling and phonological-processing skill. Scientific Studies of Reading, 13(4), 295–317. https://doi.org/10.1080/10888430903001225

Chung, P. J., Patel, D. R., & Nizami, I. (2020). Disorder of written expression and dysgraphia: Definition, diagnosis, and management. Translational Paediatrics, 9(Suppl 1), 46–54. https://doi.org/10.21037/tp.2019.11.01

Janíková V. (2012). Afektivní strategie učení ve vyučování cizích jazyků u žáků se specifickými poruchami učení. In M. Bartoňová, M. Vítková et al. (Eds.), Vzdělávání žáků se speciálními vzdělávacími potřebami VI, 245–256. Paido.

Janíková, V., Hanušová, S., Grenarová, R., & Kyloušková, H. (2013). Výuka cizích jazyků v inkluzivní třídě. Masarykova univerzita.47

John, S., & Renumol, V. G. (2021). Impact of fine motor skill development app on handwriting performance in children with dysgraphia: A pilot study. Proceedings of the 2nd International Conference on Digital Technology in Education, 11–16.

Kariyawasam, R., Nadeeshani, M., Hamid, T., Subasinghe, I., & Ratnayake, P. (2019). A gamified approach for screening and intervention of dyslexia, dysgraphia and dyscalculia. 2019 International Conference on Advancements in Computing (ICAC).

Lechta, V. (2016). Inkluzivní pedagogika. Portál.

Maurer, M. N., Sägesser Wyss, J., Truxius, L., & Eckhart, M. (2023). Erfassung grafomotorischer Fähigkeiten im schulischen Kontext, Diagnostica, 70(1). https://doi.org/10.1026/0012-1924/a000320

McCloskey, M., & Rapp, B. (2017). Developmental dysgraphia: An overview and framework for research. Cognitive Neuropsychology, 3–4, 65–82. https://doi.org/10.1080/02643294.2017.1369016

Obatta, M. I., Adama, G. C., & Onu, V. Ch. (2020). Effect of scaffolding strategy on creative writing ability of in-school adolescents with dysgraphia. International Journal of Youth Empowerment and Entrepreneurship Development, 2(1), 251–262. https://www.academia.edu/44035248/EFFECT_OF_SCAFFOLDING_STRATEGY_ON_CREATIVE_WRITING_ABILITY_OF_IN_SCHOOL_ADOLESCENTS_WITH_DYSGRAPHIA

Pipeková, J. (2010). Kapitoly ze speciální pedagogiky. Paido.

Rahim, N., & Jamaludin, Z. (2019). Write-rite: Enhancing handwriting proficiency of children with dysgraphia. Journal of Information and Communication Technology, 18(3), 253–271. https://doi.org/10.32890/jict2019.18.3.8290

Sägesser Wyss, J., Eckhart, M., & Maurer, M. N. (2024). GRAFOS-2: Screening und Differentialdiagnostik der Grafomotorik im schulischen Kontext – 2. Hogrefe.

Sellin, K. (2008). Wenn Kinder mit Legasthenie Fremdsprachen lernen. Ernst Reinhardt Verlag.

Sheymardanov, S., Shterts, O., & Shatunova, O. (2020). Resilience of children with writing disorders. International Journal of Pharmaceutical Research, 17(1), 75–86. https://doi.org/10.31838/ijpr/2020.12.04.320

Sihwi, S. W., Fikri, K., & Aziz, A. (2019). Dysgraphia identification from handwriting with support vector machine method. Journal of Physics: Conference Series, 1201, 116–127. https://doi.org/10.1088/1742-6596/1201/1/012050

Van der Weel, F. R., & Van der Meer, L. H. (2024). Handwriting but not typewriting leads to widespread brain connectivity: A high-density EEG study with implications for the classroom. Educational Psychology, 14, 182–197. https://doi.org/10.3389/fpsyg.2023.1219945

Verma, M., Begum, R., & Kapoor, R. 2019. To develop an occupational therapy kit for handwriting skills in children with dysgraphia and study its efficacy: A single-arm interventional study. The Indian Journal of Occupational Therapy, 51(3), 85–89. https://journals.lww.com/iopt/fulltext/2019/51030/to_develop_an_occupational_therapy_kit_for.3.aspx

Yakovleva, N. (2019). An integrated approach to the study of written communication in students with dysgraphia. SHS Web of Conferences, 70. https://doi.org/10.1051/shsconf/20197010015

Zelinková, O. (2015). Poruchy učení. Portál.