Ali, S. A., Fadzil, N. A., Reza, F., Mustafar, F., & Begum, T. (2021). A mini review: Visual and auditory perception in dyslexia. IIUM Medical Journal Malaysia, 20(4).
Alves, L. M., Siqueira, C. M., Ferreira, M. D. C. M., Alves, J. F. M., Lodi, D. F., Bicalho, L., & Celeste, L. C. (2016). Rapid naming in Brazilian students with dyslexia and attention deficit hyperactivity disorder. Frontiers in Psychology
, 21. https://doi.org/10.3389/fpsyg.2016.00021
Azizifar, A., Salamati, M., Mohamadian, F., Veisani, Y., Cheraghi, F., Alirahmi, M., & Aibod, S. (2019). The effectiveness of an intervention program-barton intervention program-on reading fluency of Iranian students with dyslexia. Journal of Education and Health Promotion, 8, 167. https://doi.org/10.4103/jehp.jehp_28_19
Bonacina, S., Cancer, A., Lanzi, P. L., Lorusso, M. L., & Antonietti, A. (2015). Improving reading skills in students with dyslexia: the efficacy of a sublexical training with rhythmic background. Frontiers in Psychology, 6, 1510. https://doi.org/10.3389/fpsyg.2015.01510
Chen, C. M., Li, M. C., & Chen, T. C. (2018, July). A collaborative reading annotation system with gamification mechanisms to improve reading performance. In Proceedings of 7th International Congress on Advanced Applied Informatics (IIAI-AAI) (pp. 188-193). IEEE.
Chupan Zideh, R., Abedi, A., & Pirooz Zijerdi, M. (2015). The effectiveness of training attention based on fletcher’s program on the reading performance of female student with dyslexia. Journal of Learning Disabilities, 4(4), 36-48.
Colé, P., Magnan, A., & Grainger, J. (1999). Syllable-sized units in visual word recognition: Evidence from skilled and beginning readers of French. Applied psycholinguistics, 20(4), 507-532.
Ellis, A. W. (2016). Reading, writing and dyslexia (classic edition): A cognitive analysis. Psychology Press.
Fadzil, F., Idris, I. B., Kamal Nor, N., Ismail, J., Mohd Tamil, A., Mohamad Noh, K., ... & Ismail, R. (2022). Missed Appointments at a Child Development Centre and Barriers to Access Special Needs Services for Children in Klang Valley, Malaysia: A Mixed Methods Study. International Journal of Environmental Research and Public Health, 19(1), 325.
Facoetti, A., Lorusso, M. L., Paganoni, P., Cattaneo, C., Galli, R., Umilta, C., & Mascetti, G. G. (2003). Auditory and visual automatic attention deficits in developmental dyslexia. Cognitive Brain Research, 16(2), 185-191.
González, G. F., Žarić, G., Tijms, J., Bonte, M., Blomert, L., & van der Molen, M. W. (2015). A randomized controlled trial on the beneficial effects of training letter-speech sound integration on reading fluency in children with dyslexia. PloS One
(12), e0143914. https://doi.org/10.1371/journal.pone.0143914
Howes, N. L., Bigler, E. D., Burlingame, G. M., & Lawson, J. S. (2003). Memory performance of children with dyslexia: A comparative analysis of theoretical perspectives. Journal of Learning Disabilities, 36(3), 230-246. https://doi.org/10.1177/002221940303600303
Hsu, C. K., Hwang, G. J., & Chang, C. K. (2013). A personalized recommendation-based mobile learning approach to improving the reading performance of EFL students. Computers & Education, 63, 327-336.
Kalyanpur, M. (2022). The emergence of the category of learning disability in the US and India. In M. Kalyanpur (Ed). Development, education and learning disability in India (pp. 1-33). Palgrave Macmillan, Cham.
Kamhi, A. G. (2014). Improving clinical practices for children with language and learning disorders. Language, Speech, and Hearing Services in Schools, 45(2), 92-103.
Karami-Nouri, R., & Moradi, A. (2008). Nama reading test. Tehran: Iranian Academic Center for Education, Culture and Research.
Kofler, M. J., Spiegel, J. A., Soto, E. F., Irwin, L. N., Wells, E. L., & Austin, K. E. (2019). Do working memory deficits underlie reading problems in attention-deficit/hyperactivity disorder (ADHD)? Journal of Abnormal Child Psychology, 47(3), 433-446.
Lachmann, T., & Van Leeuwen, C. (2008). Different letter-processing strategies in diagnostic subgroups of developmental dyslexia. Cognitive Neuropsychology
(5), 730-744. https://doi.org/10.1080/02643290802309514
May, K. E., & Elder, A. D. (2018). Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance. International Journal of Educational Technology in Higher Education, 15(1), 1-17.
Modak, M., & Gharpure, P. (2022). Detection of learning disability: A survey. In ICDSMLA 2020 (pp. 371-393). Springer.
Morsanyi, K., van Bers, B. M., McCormack, T., & McGourty, J. (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school age children. British Journal of Psychology, 109(4), 917-940.
Ruffino, M., Gori, S., Boccardi, D., Molteni, M., & Facoetti, A. (2014). Spatial and temporal attention in developmental dyslexia. Frontiers in Human Neuroscience
, 331. https://doi.org/10.3389/fnhum.2014.00331
Russo, C. J. (2019). The rights to educational self-determination under the individuals with disabilities education act. International Journal of Inclusive Education, 23(5), 546-558.
Razavieh, A., & Shahim, S. (1990). Adaptation and standardization of Wechsler Preschool and Primary Scale of Intelligence for Persian language children. Journal of Social Sciences and Humanities, Shiraz University, 5(2), 49-74.
Soltani Kouhbanani, S., & Rothenberger, A. (2021). Perceptual-Motor Skills Reconstruction Program Improves Executive Functions in Children with Attention-Deficit/Hyperactivity Disorder. Sustainability, 13(11), 6210.
Tomić, R. (2022). Raising people with special needs: Child-to-child care without parental care. In R. Tomic (Ed). Handbook of research on pedagogies and early intervention strategies for combatting socio-pathological behaviors (pp. 343-369). IGI Global.
Toreyfi Hosseini, H., Shehni Yailagh, M., Haji Yakhchali, A. R., & Allipour, S. (2019). Effectiveness of empowerment program based on self regulation executive functions on reading performance of dyslexic primary school students. Neuropsychology, 5(17), 25-42.
Visser, L., Kalmar, J., Linkersdörfer, J., Görgen, R., Rothe, J., Hasselhorn, M., & Schulte-Körne, G. (2020). Comorbidities between specific learning disorders and psychopathology in elementary school children in Germany. Frontiers in Psychiatry, 11, 292.
Zoubrinetzky, R., Collet, G., Serniclaes, W., Nguyen-Morel, M. A., & Valdois, S. (2016). Relationships between categorical perception of phonemes, phoneme awareness, and visual attention span in developmental dyslexia. PLoS One, 11(3), e0151015. https://doi.org/10.1371/journal.pone.0151015