اثربخشی آموزش از طریق فلش کارت‌های مصور ادغام شده بر عملکرد املاء دانش آموزان با اختلال یادگیری خاص

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.

Burton, C. (2018). Effects of direct instruction flashcards and reading racetracks on sight word acquisition and maintenance for a student with autism. Public Access Theses and Dissertations from the College of Education and Human Sciences. 311.

Conderman, G. (2018). Mnemonics across the curriculum. Naperville, IL: Illinois Council for Exceptional Children Conference.

Deuel, R. (1995). Developmental dysgraphia and motor skills disorders. Journal of Child Neurology, 10(1), 6-8.

Doman G. & Doman J. (2006). How to Teach Your Baby to Read, Square One Publishers; New York.

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. Volume 100, 103630.

Hatiningsih, N; & Adriyati   , P. (2019). Implementing Flashcard to Improve the Early Reading Skill. Advances in Social Science, Education and Humanities Research (ASSEHR), volume 304, 4th ASEAN Conference on Psychology, Counselling, and Humanities.

Jitendra, A. K; Edwards, L. L; Sacks, G; & Jacobson, L. A. (2014). What research says about vocabulary instruction for students with learning disabilities? Exceptional children, 70(3), 299-322.

Karande, S; Mahajan, V; & Kulkarni, M. (2009). Recollections of learning disabled adolescents of their schooling experiences: a qualitative study. Indian J Med Sci, 63(6), 382-391.

Key, M. (2006). What is Dysgraphia? Nationally Certificated School Psychologist. American Journal of Mental Retardation. 100(4), 365-373.

Maysoon, D; & Mohammed, A. (2017). The effectiveness of pictured letters mnemonics strategy in learning similar English language letters among students with learning disabilities. Curriculum and Instruction of English Language, Faculty of Education, Jeddah University, Saudi Arabia.

McNamara, G. (2012). The effectiveness of embedded picture mnemonic alphabet cards on letter recognition and letter sound knowledge. Theses and Dissertations. 302. https://rdw.rowan.edu/etd/30

Sadoski, M; & Paivio, A. (2004). A dual coding theoretical model of reading. Theoretical models and processes of reading, 5, 1329-1362.

Saleh Mahdi, H; & Gubeily, M. H. (2018). The Effect of Using Bizarre Images as Mnemonics to Enhance Vocabulary Learning. Journal of Social Studies, 24(1), 113- 135.

Scanlon, D. (2013).Specific Learning Disability and Its Newest Definition Which Is Comprehensive? Journal of Learning Disabilities, 46(1), 26-33.

Shapira-Lichter, I; Oren, N; Jacob, Y; Gruberger, M; & Hendler, T. (2013). Portraying the unique contribution of the default mode network to internally driven mnemonic processes. Proceedings of the National Academy of Sciences, 110(13), 4950-4955.

Shmidman, A., & Ehri, L. (2010). Embedded picture mnemonics to learn letters. Scientific Studies of Reading, 14(2), 159–182.

Whitescarver, E. (2018). Effect of mnemonics on the vocabulary acquisition and retention of high school students with learning disabilities. Theses and Dissertations, Rowan University.

Wong, I; & Yeo, L. (2010). Academic Procrastinon in two Settings: Motivation correlates, Behavioeal patterns, And Negative Impact of Procrastination in Canada and Singapore. Applied Psychology: An International Review, 59, 361-379.

Worthen, J. B., and Hunt, R. R. (2011). Mnemonology: Mnemonics for the 21st century. New York, NY: Taylor & Francis.

Zolkifli, S.  & Nurbaidura, S. (2012). Developing English Vocabulary Flashcard by Adopting Flashcard Method. Master Thesis, Universiti Teknologi PETRONAS.