ساخت غربالگر مشکلات یادگیری نوآموزان پیش‌دبستانی و بررسی ویژگی‌های روانسنجی آن

Aral, N. (2021). Visual Perception in Specific Learning Difficulties. Theory and Practice in Child Development, 1(1), 25-40.‏ DOI:10.46303/tpicd.2021.3

Baddeley, A. D. (2015). Working memory in second language learning. Working memory in second language acquisition and processing, 17-28.‏ DOI:10.21832/9781783093595-005

Barnes, M. A., Clemens, N. H., Fall, A. M., Roberts, G., Klein, A., Starkey, P., McCandliss, B., Zucker, T., & Flynn, K. (2020). Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities. Journal of Educational Psychology, 112(4), 685–700. DOI:10.1037/edu0000404

Blanchet, M., & Assaiante, C. (2022). Specific Learning Disorder in Children and Adolescents, a Scoping Review on Motor Impairments and Their Potential Impacts. Children, 9(6), 892.‏ DOI:10.3390/children9060892

Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National center for learning disabilities, 25(3), 2-45.‏

Giofrè, D., Donolato, E., & Mammarella, I. C. (2018). The differential role of verbal and visuospatial working memory in mathematics and reading. Trends in neuroscience and education, 12, 1-6.‏ DOI:10.1016/j.tine.2018.07.001

Hiss, M. I. (2011). Use of the Bracken Basic Concept Scale-3: Receptive as a Screener of Preschool-Age Learning Risk Factors. Doctoral dissertation, The Ohio State University.‏

Huff, T., Mahabadi, N., & Tadi, P. (2021). Neuroanatomy, visual cortex. In StatPearls [Internet]. StatPearls Publishing.‏

Immordino‐Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, brain, and education, 1(1), 3-10.‏ DOI:10.1111/j.1751-228X.2007.00004.x

Learning Disabilities Association of America. (2017). Types of learning disabilities. Retrieved from https:// ldaamerica.org/types-of-learning-disabilities/

Martín‐Lobo, P., Santiago‐Ramajo, S., & Vergara‐Moragues, E. (2018). Neuropsychological differences among students with learning difficulties, without learning difficulties, and with high capacity. Mind, Brain, and Education, 12(3), 140-154.‏ DOI:10.1111/mbe.12184

Mekki, S. A., ELsafy, E. H., Ghannam, W. H., & Gad, N. H. (2022). Assessment of Central Auditory Processing Impairment and Cognitive Profiles in Children with Specific Learning Disabilities. The Egyptian Journal of Hospital Medicine, 88(1), 2280-2287.‏

Mogasale, V. V., Patil, V. D., Patil, N. M., & Mogasale, V. (2012). Prevalence of specific learning disabilities among primary school children in a South Indian city. The Indian Journal of Pediatrics, 79, 342-347.‏ DOI:10.1007/s12098-011-0553-3

Piragasam, G. A., Omar, J., Md Yassin, S., & Mustafa, M. C. (2021). Early Identification of Children with Specific Learning Difficulties (SLD): Practical Assessment for Needs in the Early Childhood Education Programme. Review of International Geographical Education Online, 11(5).‏

Pugh, K. R., Landi, N., Preston, J. L., Mencl, W. E., Austin, A. C., Sibley, D.,... & Frost, S. J. (2013). The relationship between phonological and auditory processing and brain organization in beginning readers. Brain and language, 125(2), 173-183.‏ DOI: 10.1016/j.bandl.2012.04.004

Rachmani, R. (2020). The effects of a phonological awareness and alphabet knowledge intervention on four-year-old children in an early childhood setting. Australasian Journal of Early Childhood, 45(3), 254-265. DOI: 10.1177/1836939120944634

Veríssimo, L., Costa, M., Miranda, F., Pontes, C., & Castro, I. (2021). The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers. In Frontiers in Education, 6, 750328.‏ DOI:10.3389/feduc.2021.750328

Vukovic, M., Jovanovska, M., & Rajic, L. J. (2022). Phonological awareness in children with developmental language disorder. Archives of Public Health, 14(1). DOI:10.3889/aph.2022.6046

Wealer, C., Fricke, S., Loff, A., & Engel de Abreu, P. M. (2022). Preschool predictors of learning to read and spell in an additional language: a two-wave longitudinal study in a multilingual context. Reading and Writing, 35(5), 1265-1288. DOI:10.1007/s11145-021-10239-1 ‏

Zheng, Q., Cheng, Y. Y., Sonuga-Barke, E., & Shum, K. K. M. (2022). Do executive dysfunction, delay aversion, and time perception deficit predict ADHD symptoms and early academic performance in preschoolers. Research on child and adolescent psychopathology, 1-17.‏ DOI:10.1007/s10802-022-00937-x