Resources

  • Du Plessis, W.F. & Vn Jaarsveld, P.E. (1988). “Audio-phonology: A comparative outcome study on anxious primary school pupils.” South Africa Tydskr. Sielk (Journal of Psychology) 18:4, 144-151.
  • Gentile, A. (1971). “Academic achievement test results of a national testing program for hearing impaired students.” (Series DNumber 9) Washington, DC: Office of Demographic studies, Gallaudet College.
  • Gilmore, T.M. (1999). “The efficact of the Tomatis Method for children with learning and communication disorders: a Meta-analysis”. International Jounal of Listening, 13, 12-23. 
  • Husain G., Thompson, W.F., & Schellenberg, E.G. (2002). “Effects of musical tempo and mode on arousal , mood and special abilities.” Music Perception, 20 (2), 151-171
  • Joiner, Elizabeth G. (2000). Listening training for language learners: The Tomatis Approach to second language acquisition. In New Millennium, New Directions: Dimension 2000. Cherry, C. Maurice (Ed.) SCOLT Publications, Valdosta, GA (ED 467493).
  • Kershner, J., Cummings, R., Clarke, K., Hadfield, A., & Kershner, B.A. (1986). Evalutations of the Tomatis listening training program with learning disabled children. Canadian Journal of Special Education, 2, 1-32.
  • Kershner, J., Cummings, R., Clarke, K., Hadfield, A., & Kershner, B.A. (1990). Two year evaluationof the Tomatis listening training program with learning disabled children. Learning Disabilities Quarterly, 13, 43-53.
  • Neysmith,-Roy, J.M. (2001). The Tomatis method with severely autistic boys: individual case studies of behavioral change. South African Journal of Psychology, 31 (1), 19-28.
  • Thompson, B.M., and Andrew, S. (2000). A historical commentary on the physiological effects of music: Tomatis, Mozart, and neuropsychology, Integrative Physiological and Behavioral Science, 35:3, 174-188.