1. Ambika A, Vijayasamundeeswari P, David A. Effectiveness of planned teaching program among primary school teachers regarding awareness of learning disabilities in children. J Family Med Prim Care. 2019; 8(12):3845-3849. [Link] [ DOI:10.4103/jfmpc.jfmpc_722_19] 2. Lyman RD, Sanders E, Abbott RD, Berninger VB. Translating Interdisciplinary Research on Language Learning into Identifying Specific Learning Disabilities in Verbally Gifted and Average Children and Youth. J Behav Brain Sci. 2017; 7(6):227-246. [Link] [ DOI:10.4236/jbbs.2017.76017] 3. Ahrami R, Shoshtari M, Golshani F, Kamarzarin H. Effectiveness of precision teaching on reading ability of students with reading learning disability. Psychology of Exceptional Individuals. 2011, 1(3):139-152. [Persian]. [Link] 4. Fletcher JM, Grigorenko EL. Neuropsychology of Learning Disabilities: The Past and the Future. J Int Neuropsychol Soc. 2017; 23(9-10):930-940. [Link] [ DOI:10.1017/S1355617717001084] 5. Kenten C, Wray J, Gibson F, Russell J, Tuffrey‐Wijne L, Oulton K. To flag or not to flag: Identification of children and young people with learning disabilities in English hospitals. J Appl Res Intellect Disabil. 2019; 32(5):1176-1183. [Link] [ DOI:10.1111/jar.12608] 6. Kearns DM, Hancock R, Hoeft F, Pugh KR, Frost SJ. The neurobiology of dyslexia. Teaching Exceptional Children. 2019; 51(3): 175-188. [Link] [ DOI:10.1177/0040059918820051] 7. Snowling MJ, Hulme C, Nation K. Defining and understanding dyslexia: past, present and future. Oxford Review of Education. 2020; 46(4): 501-513. [Link] [ DOI:10.1080/03054985.2020.1765756] 8. Wagner RK, Zirps FA, Edwards AA, Wood SG, Joyner RE, Becker BJ, ... Beal B. The prevalence of Dyslexia: a new approach to its estimation. Journal of learning disabilities. 2020; 53(5): 354-365. [Link] [ DOI:10.1177/0022219420920377] 9. Giraud AL, Ramus F. Neurogenetics and auditory processing in developmental dyslexia. Current opinion in neurobiology. 2013; 23(1): 37-42. [Link] [ DOI:10.1016/j.conb.2012.09.003] 10. Yeung SS, Siegel LS, Chan CK. Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children. Reading and writing. 2013; 26(5): 681-704. [Link] [ DOI:10.1007/s11145-012-9383-6] 11. Schulte-Körne G, Deimel W, Bartling J, Remschmidt H. Auditory processing and dyslexia: evidence for a specific speech processing deficit. Neuroreport. 1998; 9(2): 337-340. [Link] [ DOI:10.1097/00001756-199801260-00029] 12. Pickering SJ. Working memory in dyslexia. 2006, 29-38. [Link] 13. Naji ES, Hassanzadeh S, Shokoohi-yekta M, Hejazi Moghari E, Ejei J. Auditory and visual working memory in dyslexic students: before and after intervention. Clinical Psychology Studies. 2019; 9(35): 173-194. [Link] 14. Torabi, Z, Estaki M, Kochakentezar R, Sharifi N. The Effectiveness Cerebellar Training Method with Vibration on Reading Skills and Auditory Discrimination for Students with Reading Difficulties. Middle eastern Journal of disability studies. 2018; 3(21). [Link] 15. Poelmans H, Luts H, Vandermosten M, Boets B, Ghesquière P, Wouters J. Reduced sensitivity to slow-rate dynamic auditory information in children with dyslexia. Research in developmental disabilities. 2011; 32(6): 2810-2819. [Link] [ DOI:10.1016/j.ridd.2011.05.025] 16. Mittag M, Larson E, Clarke M, Taulu S, Kuhl PK. Auditory deficits in infants at risk for dyslexia during a linguistic sensitive period predict future language. NeuroImage: Clinical. 2021; 30: 102578. [Link] [ DOI:10.1016/j.nicl.2021.102578] 17. Ayres AJ. Sensory integration and praxis tests (SIPT). Western Psychological Services (WPS). 1996, 15-36. [Link] 18. Mahvash VA., Parhoon K, Pooshaneh K. The effectiveness of sensory-motor integration on balance and reading performance in children with dyslexia. Journal of research in behavioral sciences. 2016; 14(2): 257-283. [Link] 19. Sadati Firoozabadi S, Abaci SH. The effectiveness of sensory-motor integration on reading problems in students with learning disabilities. Journal of Learning Disabilities. 2019; 8(2): 26-37. [Persian]. [Link] 20. Wright CM, Conlon EG. Auditory and visual processing in children with dyslexia. Developmental Neuropsychology. 2009; 34(3): 330-355. [Link] [ DOI:10.1080/87565640902801882] 21. Din M, Aghdasi A, Gol Mohammad Nejad G. The effect of sensory integration exercises on the sensory profile of children with dyslexia and dysgraphia. Journal of Instruction and Evaluation. 2015; 7(28): 9-20. [Persian]. [Link] 22. Sapp M. Test Anxiety: Applied Research, Assessment and Treatment Intervention. Lanham: Wisconsin University Press of America; 1999, 15-22. [Link] 23. Owen AM, McMillan KM, Laird AR, Bullmore E. N‐back working memory paradigm: A meta‐analysis of normative functional neuroimaging studies. Human brain mapping. 2005; 25(1): 46-59. [Link] [ DOI:10.1002/hbm.20131] 24. Aghajani N, Hosseinkhanzadeh A, Kafi M. Effectiveness of N-Back training software on working memory in students with dyslexia. Journal of Learning Disabilities. 2015; 4(3): 7-21. [Persian]. [Link] 25. Dehestani M. The effect of teaching the concepts of experimental sciences through storytelling method on the learning rate of first grade female students in Tehran in the academic year. Journal of Educational Psychology. 2008; 4(11): 75- 60. [Persian]. [Link] 26. Khanjani Z, Mahdavian H. Neurofeedback's Effectiveness in the Treatment of Dyslexia Disorder. Medical Journal of Tabriz University of Medical Science. 2012; 34(8):31-39. [Persian]. [Link]
|