بررسی اثربخشی برنامه توالی واجی لیندامود بر توجه پایدار دانش‌آموزان با اختلال خواندن

‏ References

Dong, Y. (2020). The Effect of Music on Reading Comprehension (Doctoral dissertation, University of California, San Diego).

Akbari, E., Soltani-Kouhbanani, S., & Khosrorad, R. (2019). The effectiveness of working memory computer assisted program on executive functions and reading progress of students with reading disability disorder. Electronic Journal of General Medicine, 16(2).‏

Alloway, T., & Lepere, A. (2019). Sustained Attention and Working Memory in Children with Autism Spectrum Disorder. International Journal of Disability, Development and Education, 1-9.

American Psychiatric Association. (2015). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Arlington, VA, American Psychiatr Association.

Barton, B., & Brewer, A. A. (2019). Attention and Working Memory in Human Auditory Cortex. In Human Auditory System. IntechOpen.

Bickford-Rivera, J. (2007). The effects of symbol imagery instruction versus visualizing-verbalizing instruction on the reading comprehension of middle school English language learners with specific learning disabilities.

Brain Train. IVA-2 Validity and Reliability Studies. 2015 [cited 06 October 2020]. In: Brain Train [Internet]. North Chesterfield: Brain Train. Available from: https://www.braintrain.com/ivacpt-annotated-research-bibliography/.

Burke, C., Howard, L., & Evangelou, T. (2005). A project of hope: Lindamood-Bell center in a school project final evaluation report. San Diego Association of Governments.

Caldani, S., Gerard, C. L., Peyre, H., & Bucci, M. P. (2020). Visual Attentional Training Improves Reading Capabilities in Children with Dyslexia: An Eye Tracker Study During a Reading Task. Brain Sciences, 10(8), 558.‏

Chen, C. M., & Wang, J. Y. (2018). Effects of online synchronous instruction with an attention monitoring and alarm mechanism on sustained attention and learning performance. Interactive Learning Environments, 26(4), 427-443.

Christodoulou, J. A., Cyr, A., Murtagh, J., Chang, P., Lin, J., Guarino, A. J., & Gabrieli, J. D. (2017). Impact of intensive summer reading intervention for children with reading disabilities and difficulties in early elementary school. Journal of learning disabilities, 50(2), 115-127.

Daley, P. (2020). Experiences of Primary Education Teachers Identifying and Providing Interventions for Students with Dyslexia (Doctoral dissertation, Capella University).

Deng, M., Cai, D., Zhou, X., & Leung, A. W. (2020). Executive Function and Planning Features of Students with Different Types of Learning Difficulties in Chinese Junior Middle School. Learning Disability Quarterly, 0731948720929006.

Donnelly, P. M., Huber, E., & Yeatman, J. D. (2019). Intensive summer intervention drives linear growth of reading skill in struggling readers. Frontiers in psychology, 10, 1900.‏

Eroğlu, G. (2020). Improving reading abilities in dyslexia with neurofeedback and multi-sensory learning (Doctoral dissertation).

Esterman, M., & Rothlein, D. (2019). Models of sustained attention. Current opinion in psychology, 29, 174-180.

Gabriely, R., Tarrasch, R., Velicki, M., & Ovadia-Blechman, Z. (2020). The influence of mindfulness meditation on inattention and physiological markers of stress on students with learning disabilities and/or attention deficit hyperactivity disorder. Research in developmental disabilities, 100, 103630.‏

García-Redondo, P., García, T., Areces, D., Núñez, J. C., & Rodríguez, C. (2019). Serious games and their effect improving attention in students with learning disabilities. International journal of environmental research and public health, 16(14), 2480.

Gokula, R., Sharma, M., Cupples, L., & Valderrama Valenzuela, J. T. (2019). Comorbidity of auditory processing, attention, and memory in children with word reading difficulties. Frontiers in psychology, 10, 2383.‏

Kibby, M. Y., Dyer, S. M., Lee, S. E., & Stacy, M. (2020). Frontal volume as a potential source of the comorbidity between attention deficit/hyperactivity disorder and reading disorders. Behavioural Brain Research, 381, 112382.

Laan, A. R. (2006). The effects of the Lindamood Phoneme Sequencing Program on reading fluency and comprehension of at-risk first-graders.

Laan, A. R. (2006). The effects of the Lindamood Phoneme Sequencing Program on reading fluency and comprehension of at-risk first-graders.

Layes, S., Guendouz, M., Lalonde, R., & Rebai, M. (2020). Combined Phonological Awareness and Print Knowledge Training Improves Reading Accuracy and Comprehension in Children with Reading Disabilities. International Journal of Disability, Development and Education, 1-15.‏

Lindamood, C. H., & Lindamood, P. C. (1998). The Lindamood phoneme sequencing program for reading, spelling, and speech. Austin, TX: Pro-Ed.

Lindamood, P., Bell, N., & Lindamood, P. (2013). The roles of concept imagery, phoneme awareness, and symbol imagery in cognitive modifiability. Lindamood-Bell Learning Processes.‏

Mersnick, D., & Puncochar, J. (2020). Effects of Phonological Awareness on Decoding for Dyslexic Readers.

Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: past, present and future. Oxford Review of Education, 46(4), 501-513.

Song, S., Georgiou, G. K., Su, M., & Hua, S. (2016). How well do phonological awareness and rapid automatized naming correlate with Chinese reading accuracy and fluency? A meta-analysis. Scientific Studies of Reading, 20(2), 99-123.‏

Yeatman, J. D., & Huber, E. (2019). Sensitive periods for white matter plasticity and reading intervention. bioRxiv, 346759.

Yildiz, M., & Çetinkaya, E. (2017). The Relationship between Good Readers' Attention, Reading Fluency and Reading Comprehension. Universal Journal of Educational Research, 5(3), 366-371.

Zilaey, S., Adibsereshki, N., & PourmohamadrezaTajrishi, M. (2017). Attention program and math performance of students with intellectual disability. Iranian Rehabilitation Journal, 15 (4), 333-340.

References [In Persian]

Ayarrezaie, F, Sameri, M. (2019). The Effectiveness Of Accuracy Training On Reading Ability Of Dyslexic Students In Third Basic Elementary School. Journal of Learning Disabilities, 8 (3), 91-111. [In Persian].

Barqi, E, Esteki, M. (2019). The Effectiveness of Teaching Cognitive Ability to Verbal and Non-verbal working memory of students with dyslexia. Quarterly of Psychology of Exceptional Individuals, 9 (34), 181-159. [In Persian].

 Habibi Kaleybar, R, Farid, A, Shaban Basim, F. (2017). The Comparison of The Effect of Mental Rotation and Phonological Awareness Training on Accuracy, Speed and Comprehension in Students with Dyslexia in City of Tabriz, 2015-2016. Arak Medical University Journal (AMUJ), 20 (2), 10-21. [In Persian].

Hadianfard, H, Najarian, B, Shokrkon, H, Mehrabizadeh Honarmand, M. (2001). Construction And Validation Of The Farsi Version Of The Continuous Performance Test, Journal Of Psychology, 4 (16), 388-404. [In Persian].

Hallahan, d. Loyd, J, Kaufman, J, Weiss, M. Martinez, A. (2014) Disorders (basics, characteristics and training). Translated by Alizadeh, H. Hemmati Alamdarloo, Q. Rezaei Dehnavi, P. and Shojaei, S. (2016) Tehran: Arasbaran. [In Persian].

Karimzandi, M, Pourhoseini Lilakohi F, Mosadeg Firozabadi S, Mohseni Taromsari M. (2019). Training Theory of Mind on Social Skills and Behavioral Problems in Specific Learning Disability with impairment in reading or dyslexia Students. Journal of Disability Studies, 69 (9), 69-69. [In Persian].

Nikpour, N, Mousavi Nasab, M., Fazilatpour, M. (2020). The effectiveness of attention training on attentional functions and response inhibition in children with attention deficit hyperactivity disorder, Journal of Neishabour School of Medical Sciences, 7 (4), 89-103. [In Persian].

Pahlavan Neshan, S, Pahlavan Neshan, O, Rostami Ravari, M. (2016). The effectiveness of phonological awareness training on reading accuracy of male dyslexic students. Shenakhti Journal of Psychology and Psychiatry, 3 (2), 94-107. [In Persian].

Ranjbar, M, Basharpoor, S, Sobhi Gharamaleki, N, Narimani M. (2019). Comparing the Effectiveness of Computerized Cognitive Rehabilitation and Neuropsychological Exercises on Improving Working Memory And Continuous Attention In Students With Dyslexia. Journal of Psychology of Exceptional Individuals, 9 (34), 111-135. [In Persian].

Sadat Madani, A, Heydari Nasab, L, Yaqubi, H, Rostami, R. (2014). Evaluation of the effectiveness of neurofeedback in reducing the symptoms of attention and concentration deficits and reducing hyperactivity and impulsivity in adults with attention deficit / hyperactivity disorder (ADHD), Scientific Journal of Clinical Psychology and Personality, 12 (2), 85-98. [In Persian].

Safavi Homami, SH, Ghazinoor, N, Abedi, A. (2017). The Effects of a Training Course with an Emphasis on Fine Motor Skills on Executive Functions of Children with Learning Disorder, Motor Behavior, 9 (30), 37-56. [In Persian].

Shahbazi, S, Keramati, H, Hashemie, H, Kaveh, M. (2020). The effectiveness of storytelling method in verbal creativity and phonological awareness of dyslexic students. Journal of Learning Disabilities, 9 (2), 36-57. [In Persian].

 Shirzad Araghi, N, Kord E Zafaranlu Kambuziya, A, Ameri, H, Aghagolzadeh, F. (2019). Correlation Between Phonological Awareness And Reading Speed And Accuracy In Children With Central Auditory Processing Disorder. Scientific Journal of Rehabilitation Medicine, 8 (1), 87-94. [In Persian].

Siavashifar, N, Tajli, P, Shariat Bagheri, M (2020). Comparison of the effectiveness of Dawson Guyer program and teaching metacognitive strategies in the executive functions of dyslexic students. Quarterly Journal of Exceptional Psychology, 10 (37), 1-19. [In Persian].