Alizadeh, H. (2005). Explaining the theory of mixed attention deficit/hyperactivity disorder: The behavioral inhibition model and the nature of self-control. Research in the Field of Exceptional Children, 3, 323-384. (Persian)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. Author. https://doi/book/10.1176/appi.books.9780890425596
Baird, J., Stevenson, J., & Williams, D. (2000). The evolution of ADHD: A disorder of communication? The Quarterly Review of Biology, 75(1), 17-35. http:// doi: 10.1086/393256.
Barkley, R. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65-94. http://doi: 10.1037/0033-2909.121.1.65.
Bishop, D., & Baird, G. (2001). Parent and teacher report of pragmatic aspects of communication: use of the children's communication checklist in a clinical setting. Developmental Medicine and Child Neurology, 43(12), 809-818.
Bitsko, R. H., Holbrook, J. R., O’Masta, B., Maher, B., Cerles, A., Saadeh, K., ... & Kaminski, J. W. (2024). A systematic review and meta-analysis of prenatal, birth, and postnatal factors associated with attention-deficit/hyperactivity disorder in children. Prevention Science, 25(Suppl 2), 203-224. http:// doi:10.1007/s11121-022-01359-3.
Bruce, B., Thernlund, G., & Nettelbladt, U. (2006). ADHD and language impairment. European Child & Adolescent Psychiatry, 15(1), 52-60. https://doi.org/10.1007/s00787-006-0508-9
Chiat, S. (2001). Mapping theories of developmental language impairment: Premises, predictions and evidence. Language and Cognitive Processes, 16(2-3), 113-142. https://doi.org/10.1080/01690960042000012
Clauss-Ehlers, C. S. (Ed.) (2010). Encyclopedia of cross-cultural school psychology. Springer Science & Business Media.
Conners, C. (1997). Conners’ rating scales-revised. Multi-Health Systems Inc. https://psycnet.apa.org/doi/10.1037/t04967-000
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222-251. https://doi.org/10.3102/00346543049002222
Cummins, J. (1984). A theoretical framework for relating language proficiency to academic achievement among bilingual students. Language Proficiency and Academic Achievement, 10, 2-19.
Daley, D., & Birchwood, J. (2010). ADHD and academic performance: Why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom? Child: Care, Health and Development, 36(4), 455-464. https://doi.org/10.1111/j.1365-2214.2009.01046.x
DuPaul, G., & Stoner, G. (2003). ADHD in the schools: Assessment and Intervention strategies. Guilford.
El Sady, S., Nabeih, A., Mostafa, E., & Sadek, A. (2013). Language impairment in attention deficit hyperactivity disorder in preschool children. Egyptian Journal of Medical Human Genetics, 14(4), 383-389. https://doi.org/10.1016/j.ejmhg.2013.05.001
Ellis, N. (2001). Memory for language. In P. Robinson (Ed.), Cognition and second language instruction (pp.33-68). Cambridge University Press.
Ganschow, L., Sparks, R., Javorsky, J., Pohlman, J., & Bishop-Marbury, A. (1991). Identifying native language difficulties among foreign language learners in college: A foreign language learning disability? Journal of Learning Disabilities, 24(9), 530-541. https://doi.org/10.1177/002221949102400905
George, D., & Mallery, P. (2011).
SPSS statistics step by step: A simple guide and reference. Pearson Prentice Hall.
https://doi.org/10.4324/9780429056765
Geurts, H., & Embrechts, M. (2008). Language profiles in ASD, SLI, and ADHD. Journal of Autism and Developmental Disorders, 38(10), 19-31. http://doi: 10.1007/s10803-008-0587-1.
Harter, S. (1980). The scale of intrinsic versus extrinsic orientation in the classroom (Unpublsihed doctoral dissertation). Department of Psychology, University of Denver, Denver.
Holopainen, L., & Hakkarainen, A. (2019). Longitudinal effects of reading and/or mathematical difficulties: The role of special education in graduation from upper secondary education. Journal of learning disabilities, 52(6), 456-467. http:// doi: 10.1177/0022219419865485
Houghton, K., Schuchard, J., Lewis, C., & Thompson, C. (2013). Promoting child-initiated social-communication in children with autism: Son-Rise Program intervention effects. Journal of Communication Disorders, 46(5), 495-506. https://doi.org/10.1016/j.jcomdis.2013.09.004
İlerten, F. (2021). Literacy development in Turkish-Arabic speaking bilingual children. (Doctoral dissertation, university of Boğaziçi University). URI: http://digitalarchive.boun.edu.tr/handle/123456789/16639
Im-Bolter, N., & Cohen, N. (2007). Language impairment and psychiatric comorbidities. Pediatric Clinics of North America, 54(3), 525-542. https://doi.org/10.1016/j.pcl.2007.02.008
Jiang, Y., & Chun, M. (2001). Selective attention modulates implicit learning. The Quarterly Journal of Experimental Psychology, 54(4), 1105-1124. http://doi: 10.1080/713756001.
Joanisse, M., & Seidenberg, M. (1998). Specific language impairment: A deficit in grammar or processing? Trends in Cognitive Sciences, 2(7), 240-247. Htpp://doi: 10.1016/S1364-6613(98)01186-3.
Junod, R., DuPaul, G., Jitendra, A., Volpe, R., & Cleary, K. (2006). Classroom observations of students with and without ADHD: Differences across types of engagement. Journal of School Psychology, 44(2), 87-104.
Kim, O., & Kaiser, A. (2000). Language characteristics of children with ADHD. Communication Disorders Quarterly, 21(3), 154-165.
Kohonen, V. (1995). Is the relation between phonological memory and foreign language learning accounted for by vocabulary acquisition? Applied Psycholinguistics, 16(2), 155-172. https://doi.org/10.1017/S0142716400007062
Kuhl, P., Williams, K., Lacerda, F., Stevens, K., & Lindblom, B. (1992). Linguistic experience alters phonetic perception in infants by 6 months of age. Science, 255, 606-608. http:// doi: 10.1126/science.1736364.
Lee, H., Sim, H., Lee, E., & Choi, D. (2016). Disfluency characteristics of children with attention-deficit/hyperactivity disorder symptoms. Journal of Communication Disorders, 65, 54-64. http://doi:10.1016/j.jcomdis.2016.12.001.
Liontou, T. (2019). Foreign language learning for children with ADHD: evidence from a technology-enhanced learning environment. European Journal of Special Needs Education, 34(2), 220-235. https://doi.org/10.1080/08856257.2019.1581403
Meschyan, G., & Hernandez, A. (2002). Is native-language decoding skill related to second language learning? Journal of Educational Psychology, 94(1), 14-22.
Molitor, S. J., Langberg, J. M., & Evans, S. W. (2016). The written expression abilities of adolescents with attention-deficit/hyperactivity disorder. Research in developmental disabilities, 51, 49-59. http://doi:10.1016/j.ridd.2016.01.005
Nakata, R., Frazier, K., Hoskins, B., & Graham, C. (2008). Let's go II. Oxford University Press.
Nezami, A., & Najafi, M. S. (2012). Common error types of Iranian learners of English. English Language Teaching, 5(3), 160-170.
Nijakowska, J. (2010). Dyslexia in the foreign language classroom (Vol. 51). Multilingual Matters.
Norrelgen, F., Lacerda, F., & Forssberg, H. (1999). Speech discrimination and phonological working memory in children with ADHD. Developmental Medicine and Child Neurology, 41(5), 335-339. https://doi.org/10.1111/j.1469-8749.1999.tb00612.x
Perani, D., Abutalebi, J., Paulesu, E., Brambati, S., Scifo, P., Cappa, S. F., & Fazio, F. (2003). The role of age of acquisition and language usage in early, high-proficient bilinguals: An fMRI study during verbal fluency. Human Brain Mapping, 19(3), 170- 182. https://doi.org/10.1002/hbm.10110
Polanczyk, G., De Lima, M., Horta, L., Biederman, J., & Rohde, L. (2007). The worldwide prevalence of ADHD: A systematic review and meta-regression analysis. American Journal of Psychiatry, 164 (6), 942–948. https://doi.org/10.1176/ajp.2007.164.6.942
Raggi, V., & Chronis, A. (2006). Interventions to address the academic impairment of children and adolescents with ADHD. Clinical Child and Family Psychology Review, 9(2), 85-111.
Rapport, M., Alderson, R., Kofler, M., Sarver, D., Bolden, J., & Sims, V. (2008). Working memory deficits in boys with attention-deficit/hyperactivity disorder (ADHD): The contribution of central executive and subsystem processes. Journal of Abnormal Child Psychology, 36(6), 825-837.
Reber, A. (1993). Implicit learning and tacit knowledge: An essay on the cognitive unconscious. Oxford University Press.
Rezaeyan, M., Ghahari, S., & Dahmardeh, M. (2018). Sociocultural pathology of English language teaching: A case study of home culture attachment, cultural intelligence, politeness, and cultural adaptability. Language and Translation Studies (LTS), 50(4), 169-192. https://doi.org/10.22067/lts.v50i4.53349
Rezaeyan, M., & Gimeno-Sanz, A. M. (2023). Teacher-Mentored Pre-Task Planning in Telecollaboration: The impact of task design on L2 learners' pragmatic competence and L2 willingness to communicate. In Telecollaboration Applications in Foreign Language Classrooms (pp. 120–135). IGI Global. https://dio.org/10.4018/978-1-6684-7080-0.ch006
Service, E. (1992). Phonology, working memory, and foreign-language learning. The Quarterly Journal of Experimental Psychology, 45(1), 21-50.
Simon-Dack, S., Rodriguez, P., & Marcum, G. (2016). Study habits, motives, and strategies of college students with symptoms of ADHD. Journal of Attention Disorders, 20(9), 775-781. https://doi.org/10.1177/1087054714543369
Smith, M. (1993). Input enhancement in instructed SLA. Studies in Second Language Acquisition, 15(2), 165-179. https://doi.org/10.1017/S0272263100011943
Sparks, R., & Ganschow, L. (1991). Foreign language learning difficulties: Affective or native language aptitude differences? Modern Language Journal, 75, 3−16. https://doi.org/10.2307/329830
Sparks, R., Javorsky, J., & Philps, L. (2005). Comparison of the performance of college students classified as ADHD, LD, and LD/ADHD in foreign language courses. Language Learning, 55, 151−177. https://doi.org/10.1111/j.0023-8333.2005.00292.x
Sparks, R., Patton, J., Ganschow, L., Humbach, N., & Javorsky, J. (2008). Early first language reading and spelling skills predict later second-language reading and spelling skills. Journal of Educational Psychology, 100(1), 162-174. http:// doi:10.1037/0022-0663.100.1.162
Sparks, R., Philips, L., & Javorsky, J. (2003). College students classified as having learning disabilities and attention deficit hyperactivity disorder and the foreign language requirement. Foreign Language Annals, 36(3), 325-338. https://doi.org/10.1111/j.1944-9720.2003.tb02117.x
Spear-Swerling, L., & Brucker, P. O. (2006). Teacher-education students' reading abilities and their knowledge about word structure. Teacher Education and Special Education, 29(2), 116-126. https://doi.org/10.1177/088840640602900204
Sullivan, J., & Riccio, C. (2007). Diagnostic group differences in parent and teacher ratings on the BRIEF and Conners' Scales.
Journal of Attention Disorders, 11(3), 398-406.
https://doi.org/10.1177/1087054707299399
Tetnowski, J. (2004). Attention deficit hyperactivity disorder and concomitant communicative disorders. Seminars in Speech and Language, 25(3), 215-223. http:// doi: 10.1055/s-2004-833669
Thapar, A., Cooper, M., Eyre, O., & Langley, K. (2013). Practitioner review: what have we learnt about the causes of ADHD? Journal of Child Psychology and Psychiatry, 54(1), 3-16. http://doi:10.1111/j.1469-7610.2012.02611.x.
Turketi, N. (2010). Teaching English to children with ADHD.
MA TESOL Collection. 483.
https://digitalcollections.sit.edu/ipp_collection/483
Van Koert, M., Leona, N., Rispens, J., Tijms, J., Molen, M. V. D., Grunberg, H. L., & Snellings, P. (2023). English Grammar Skills in Dutch Grade 4 Children: Examining the Relation Between L1 and L2 Language Skills. Journal of Psycholinguistic Research, 52(5), 1737-1753.
Vaughn, S., Boardman, A., & Klingner, J. K. (2024). Teaching reading comprehension to students with learning difficulties. Guilford Publications.
Verhoeven, L. (1994). Transfer in bilingual development: The linguistic interdependence hypothesis revisited. Language Learning, 44(3), 381-415. https://doi.org/10.1111/j.1467-1770.1994.tb01112.x
Wechsler, D. (1991). Wechsler Intelligence Scale for Children–Revised. The Psychological Corporation.
Willcutt, E., Doyle, A., Nigg, J., Faraone, S., & Pennington, B. (2005). Validity of the executive function theory of attention-deficit/hyperactivity disorder: A meta-analytic review. Biological Psychiatry, 57, 1336–1346. https://doi.org/10.1016/j.biopsych.2005.02.006
Zentall, S. (1993). Research on the educational implications of attention deficit hyperactivity disorder. Exceptional Children, 60, 143–153. https://doi.org/10.1177/001440299306000208
