Alaniz, M. L., Rosenberg, S. S., Beard, N. R., & Rosario, E. R. (2017). The effectiveness of aquatic group therapy for improving water safety and social interactions in children with autism spectrum disorder: A pilot program. Journal of Autism and Developmental Disorders, 47, 4006–4017. https://doi.org/10.1007/s10803-017-3264-4
American Psychiatric Association. (2022). Specific learning disorder. In Diagnostic and statistical manual of mental disorders DSM-5-TR (5th ed.). http://dsm.psychiatryonline.org
Ampartzaki, M., Kalogiannakis, M., & Papadakis, S. (2021). Deepening our knowledge about sustainability education in the early years: Lessons from a water project. Educ. Sci, 11, 251. https:// doi.org/10.3390/educsci11060251.
Barber, J. (2006). Playing with water. Practical Professional Child Care, 3(1). https://doi.org/10.12968/ppcc.2006.3.1.39036
Bagherinia, H. , Zareian, G. R., Mohammadi Hoseini, S. A., & Ejadi, Z. (2022). The effect of visual and auditory accuracy training strategies on improving the reading performance of second-year elementary students with dyslexia in Sabzevar. Iranian Journal of Learning and Memory, 4(16), 55-62. https://doi.org/10.22034/iepa.2022.147357.
Begecarslan, E., Şahin, F., Azenel, B., Kazmaz, E., & Burçin Gürbey, Z. (2021). Developing STEM skills with water games in early childhood. International Journal of Learning and Teaching, 4, 184–203. https://doi.org/10.18844/ijlt.v13i4.5407
Boksem, M. A., Meijman, T. F., & Lorist, M. M. (2006). Mental fatigue, motivation and action monitoring. Biological Psychology, 2, 123–132. https://doi.org/10.1016/j.biopsycho.2005.08.007
Brèthes, H., Cavalli, E., Denis-Noël, A., Melmi, J. B., El Ahmadi, A., Bianco, M., & Colé, P. (2022). Text reading fluency and text reading comprehension do not rely on the same abilities in university students with and without dyslexia. Frontiers in Psychology, 13, 866543. https://doi.org/10.3389/fpsyg.2022.866543
Cline, J. E., & Smith, B. A. (2016). Water play. Journal of STEM Arts, Crafts, and Constructions, 1, 16–22. https://scholarworks.uni.edu/journal-stem-arts/vol1/iss2/3/
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed). Routledge.
D'Mello, A. M., & Gabrieli, J. D. E. (2018). Cognitive neuroscience of dyslexia. Language, Speech, and Hearing Services in Schools, 4, 798–809. https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0020
Etemadzadeh, M., Hooman, F., & Makvandi, B. (2023). The effectiveness of play therapy in improving attention and working memory in students with specific learning disorders. International Journal of School Health, 1, 26–33. https://doi.org/10.30476/intjsh.2023.97787.1280
Fusco, N., Germano, G. D., & Capellini, S. A. (2017). Efficacy of a perceptual and visual-motor skills intervention program for students with dyslexia. Codas, 2, 128–134. https://doi.org/10.1590/2317-1782/20152014013
Grosse, S. J. (2011). Water learning: Tapping the educational potential of aquatics. International Journal of Aquatic Research and Education, 5, 42–50. https://doi.org/10.25035/ijare.05.01.06
Gross, C. M. (2012). Science concepts young children learn through water play. Dimensions of Early Childhood, 2, 3–12.
Hafina, A., Nur, L., & Rusman, N. (2020). Fostering cognitive ability through game-based aquatic learning in early childhood. Advances in Social Science, Education, and Humanities Research, 438, 54–57. https://doi.org/10.2991/assehr.k.200513.012
Hallahan, D. P. (2005). Learning disabilities: Foundations, characteristics, and effective teaching (pp. 383–385). Pearson/A & B.
Hsu, L. S., Chan, K., & Ho, C. S. (2023). Reading fluency as the bridge between decoding and reading comprehension in Chinese children. Frontiers in Psychology, 14, 1221396. https://doi.org/10.3389/fpsyg.2023.1221396
International Dyslexia Association (2025). Definition of deslexia. Available at: https://dyslexiaida.org/
Işıtan, D. (2025). Development of early literacy in special education in Türkiye: Current challenges and future directions. International Journal of Educational Research Review, 10(4), 200-221. https://doi.org/10.24331/ijere.1687519.
Junnan, L., Guoping, S., & Danmin, M. (2016). Effect of mental fatigue on nonattention: A visual mismatch negativity study. NeuroReport, 27(8), 1323–1330. https://doi.org/10.1097/WNR.0000000000000694
Karklin, B., Declerck, M., & Daly Daniel, J. (2013). Quantification of aquatic interventions in children with disabilities: A systematic literature review. International Journal of Aquatic Research and Education, 7, 344–379. https://scholarworks.bgsu.edu/ijare
Kemp, E., Nikahd, M., Howard, M., Darragh, A., & Crasta, J.E. (2024). Improving water competency among children on the autism spectrum: the AquOTic randomized controlled trial. Front. Pediatr. 12, 1473328. doi: 10.3389/fped.2024.1473328.
Levy, A.R., & Moore Mensah, F. (2021). Learning through the experience of water in elementary school science. Water,13, 43. https://doi.org/ 10.3390/w13010043.
Li, G., Yang, Q., Yang, J., Liu, H., & Jia, L. (2020). Memory for actions in Chinese children with developmental dyslexia. Cognitive Processing, 3, 427–433. https://doi.org/10.1007/s10339-019-00946-7
Li, G., Huang, S., Xu, W., Jiao, W., Jiang, Y., Gao, Z. (2020). The impact of mental fatigue on brain activity: A comparative study both in resting state and task state using EEG. BMC Neuroscience, 1, 20. https://doi.org/10.1186/s12868-020-00569-1
López-Zamora, M., Porcar-Gozalbo, N., López-Chicheri García, I., & Cano-Villagrasa, A. (2025). Linguistic and cognitive abilities in children with dyslexia: A comparative analysis. European Journal of Investigation in Health, Psychology and Education, 15(3), 37. https://doi.org/10.3390/ejihpe15030037.
Mahmodi, A., Yarahmadi, Y., & Moradi, O. (2023). Designing a reverse learning model and investigating the effectiveness of the created educational program on academic engagement and the sense of belonging to school of senior high school students. Iranian Journal of Learning and Memory, 5(20), 5-17. https://doi.org/10.22034/iepa.2023.170293
Mizuno, K., Tanaka, M., & Fukuda, S. (2011). Low visual information-processing speed and attention are predictors of fatigue in elementary and junior high school students. Behavioral and Brain Functions, 7, 20. https://doi.org/10.1186/1744-9081-7-20
Moradi, A., Hosaini, M., Kormi Nouri, R., Hassani, J., & Parhoon, H. (2016). Reliability and validity of reading and dyslexia test (NEMA). Advances in Cognitive Sciences, 18, 22–34. http://icssjournal.ir/article-1-409-en.html
Nalumenya, B., Rubinato, M., Kennedy, M., & Catterson, J. (2024). Can game-based learning help to increase the awareness of water management in Uganda? A case study for primary and secondary schools. World,5, 981–1003. https://doi.org/10.3390/world5040050 .
Nijhof, L. N., Nijhof, S. L., Bleijenberg, G., Stellato, R. K., Kimpen, J. L., & Hulshoff Pol, H. E. (2016). The impact of chronic fatigue syndrome on cognitive functioning in adolescents. European Journal of Pediatrics, 2, 245–252. https://doi.org/10.1007/s00431-015-2626-1
Nur, L., Hamdu, G., Mulyadiprana, A., Nuraeni, E., & Yulianto, A. (2019). Thematic learning design development: STEM model through water play activity. Journal of Physics: Conference Series, 1318, 012051. https://doi.org/10.1088/1742-6596/1318/1/012051
Nur, L., Hafina, A., Rusmana, N., Suryana, D., & Abdul Malik, A. (2019). Basic motor ability: Aquatic learning for early childhood. ACTIVE, 8, 51–54. https://journal.unnes.ac.id/sju/index.php/peshr/article/view/28406
Ogonowska-Slodownik, A., Jakobowicz, O., Alexander, L., Marinho-Buzelli, A. R., Devion, C., & Morgulec-Adamowicz, N. (2024). Aquatic therapy in children and adolescents with disabilities: A scoping review. Children, 11(11), 1404. https://doi.org/10.3390/children11111404.
Olowe, P. K., Ojoko, B. A., & Onuegbu, I. E. (2020). Water and sand play: More than just fun for preschool children. Journal of Research in Early Childhood Care & Education, 1, 17–27. https://www.researchgate.net/publication/344455729
Pakdamen Savoji, A. (2000). Effect of teaching metacognitive strategies on reading comprehension of students with reading comprehension problems (Master’s thesis). Tehran University.
Phytanza, D. T. P., & Burhaein, E. (2019). Aquatic activities as play therapy children autism spectrum disorder. International Journal of Disabilities Sports and Health Sciences, 2, 64–71. https://doi.org/10.33438/ijdshs.652086
Purnamasari, I. (2023). Increasing literacy through interactive media in early childhood. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(3), 2685–2694. https://doi.org/10.31004/obsesi.v7i3.4414
Ramezani, M., & Fawcett, A. J. (2024). Cognitive-motor training improves reading-related executive functions: A randomized clinical trial study in dyslexia. Brain Sciences, 14(2), 127. https://doi.org/10.3390/brainsci14020127
Ramsden, R., Han, C. S., Mount, D., Loebach, J., Cox, A., Herrington, S., ... Brussoni, M. (2022). An intervention to increase outdoor play in early childhood education centers (PROmoting Early Childhood Outside): Protocol for a pilot wait-list control cluster randomized trial. JMIR Research Protocols, 11(7), e38365. https://doi.org/10.2196/38365
Ram-Tsur, R., Nissim, M., Zion, M., Ben-Soussan, T. D., & Mevarech, Z. (2013). Language development: The effect of aquatic and on-land motor interventions. Creative Education, 4, 41–50. https://doi.org/10.4236/ce.2013.49B009
Reynolds, G., & Werfel, K. (2022). Impact of FM system use on acquisition of phonological awareness skills for children at risk of dyslexia: A preliminary classroom study. American Journal of Speech-Language Pathology, 31, 2078–2091. https://doi.org/10.1044/2022_AJSLP-22-00002
Sadeghi, A., Rabiee, M., & Abedi, M. R. (2011). Validation and reliability of the Wechsler Intelligence Scale for Children-IV. Developmental Psychology: Journal of Iranian Psychologists, 7(28), 377–386. https://psycnet.apa.org/record/2012-00597-007
Safarpour Dehkordi, N., Vafaee, M., & Afrooz, G. (2011). Naming speed and performance in three components of working memory in dyslexic and normal children. JOEC, 11 (1), 1-22. http://joec.ir/article-1-248-en.html
Sermier Dessemontet, R., de Chambrier, A. F., Martinet, C., Moser, U., & Bayer, N. (2017). Exploring phonological awareness skills in children with intellectual disability. American Journal of Intellectual and Developmental Disabilities, 6, 476–491. https://doi.org/10.1352/1944-7558-122.6.476
Seyf Naraghi, M., & Nadari, E. A. (2018). Special learning disabilities. Arsbaran.
Shahim, S. (2004). Revised Wechsler IQ scale for children. Shiraz University Press. https://www.gisoom.com/book/1785336/
Sharifi, T., & Rabiei, M. (2013). Using Wechsler Intelligence Scale-4 for diagnosing children with learning disorders (writing and math). Journal of Learning Disabilities, 2, 59–75. https://jld.uma.ac.ir/article_120.html?lang=en
Sheykholeslami, A., Bakhshayesh, A., Barzegar-Bafrooei, K., & Moradi Ajami, V. (2017). The effectiveness of working memory training on reading performance and memory capacity of students with reading disability. Clinical Psychology: Research and Practice Innovations, 9(2), 47-58. doi: 10.22075/jcp.2017.9475.
Sleeman, M., Everatt, J., Arrow, A., & Denston, A. (2022). The identification and classification of struggling readers based on the simple view of reading. Dyslexia, 3, 256–275. https://doi.org/10.1002/dys.17192022
Soriano‐Ferrer, M., & Morte‐Soriano, M. R. (2017). Developmental dyslexia in Spain. In Learning disabilities - An international perspective (pp. 46–60). https://doi.org/10.5772/intechopen.69009
Stan, A. E. (2012). The benefits of participation in aquatic activities for people with disabilities. Medicina Sportiva, 8, 1737–1742. https://www.medicinasportiva.ro/SRoMS/RMS/29/benefits_aquatic_activities_people_disabilities.pdf
Sulheim, D., Fagermoen, E., Sivertsen, Ø. S., Winger, A., Brun Wyller, V., & Øie, G. (2016). Cognitive dysfunction in adolescents with chronic fatigue: A cross-sectional study. Archives of Disease in Childhood, 100, 838–844. https://doi.org/10.1136/archdischild-2014-306764
Susanto, E. (2012). Model pembelajaran akuatik siswa prasekolah. Journal of Physical Education and Sports, 1. https://journal.unnes.ac.id/sju/index.php/jpes/article/view/95
Takahashi, M., Igarashi, A., Yoshihito, Sh., Seiki, T., Masami, F., & Etsuko, K. (2012). Impaired selective attention caused by mental fatigue. Journal of Neurological Sciences, 29, 542–553.
Tabrizi, M., Tabrizi, N., & Tabrizi, A. (2018). Treatment of reading disorders. Fararavan
The Prentice Team. (2023). Early intervention for dyslexic children: Benefits and importance. The Prentice School.https://blog.prentice.org/blog/early-intervention-for-dyslexic-children-benefits-and-importance
Yaghoobi, A., Fanaei Nematsara, Z., Zoghi Paydar, M. R., & Afzali, A. (2023). Examining the impact of water-games-educational interventions on the writing abilities of students with dysgraphia in the first section of primary education. Research in Teaching, 11(4), 141–118. https://doi.org/10.22034/trj.2024.140431.1931
Yaghoobi, A., & Palangi, M. (2021). Early detection of students suspected of having specific disorders, learning and designing intervention (Executive functions and cognitive processes). Iranian Evolutionary and Educational Psychology, 3(3), 234–246. https://doi.org/10.52547/ieepj.3.3.234
Zamani Behbahani, E., Asgari, P., Heydari, A., & Marashian, F. S. (2021). The effect of Fernald multisensory education on dyslexia, dictation disorder, and behavioral adaptations of elementary students with learning disabilities in Ahvaz. Journal of Excellence in Counselling and Psychotherapy, 10, 67–81. https://dorl.net/dor/20.1001.1.25382799.1400.10.37.6.8
