A systematic meta-analytic review of evidence for the effectiveness of the 'Fast ForWord' language intervention program - Strong, GK; Torgerson, CJ; Torgerson, D; Hulme, C (2011)
meta-analysis; evidence grade B

The effect of coloured overlays and lenses on reading: a systematic review of the literature - Griffiths, PG; Taylor, RH; Henderson, LM; Barrett, BT (2016)
review; evidence grade B

Unfounded authority, underpowered studies, and non-transparent reporting perpetuate the Mozart effect myth: a multiverse meta-analysis - Oberleiter, S; Pietschnig, J (2023)
meta-analysis; evidence grade B

Mozart effect-Shmozart effect: A meta-analysis - Pietschnig, J; Voracek, M; Formann, AK (2010)
meta-analysis; evidence grade B

An evaluation of the left-brain vs. right-brain hypothesis with resting state functional connectivity magnetic resonance imaging - Nielsen, JA; Zielinski, BA; Ferguson, MA; Lainhart, JE; Anderson, JS (2013)
quasi-experiment; evidence grade C

Brain Gym: Building Stronger Brains or Wishful Thinking? - Hyatt, KJ (2007)
review; evidence grade D

Is Brain Gym an Effective Educational Intervention? - Spaulding, LS; Mostert, MP; Beam, AP (2010)
review; evidence grade D

Best Practice? Advice Provided to Teachers about the Use of Brain Gym in Australian Schools - Stephenson, J (2009)
review; evidence grade D

Thirty-Five Years of Research on Neuro-Linguistic Programming. NLP Research Data Base. State of the Art or Pseudoscientific Decoration? - Witkowski, T (2010)
review; evidence grade D

Tenacious educational neuromyths: Prevalence among teachers and an intervention - Ruiz-Martin, H; Portero-Tresserra, M; Martinez-Molina, A; Ferrero, M (2022)
quasi-experiment; evidence grade C

Interventions to Dispel Neuromyths in Educational Settings - A Review - Rousseau, L (2021)
review; evidence grade D