Azimi, A., Mousavipour, S. (2014). Production Alqarni, A., Jiang, J., Crawford, J. D., Koch, F., Brodaty, H., Sachdev, P., & Wen, W. (2021). Sex differences in risk factors for white matter hyperintensities in non-demented older individuals. Neurobiology of aging, 98, 197-204.
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Aqababai, S., Malekpour, M., and Abedi, A. (2011). Comparison of executive functions in children with and without spelling learning disability: Performance in the NEPSI neuropsychological test. Clinical Psychology, 3(4 (12 consecutive)), 35-40. SID. https://sid.ir/paper/152576/fa
Azimi, A., Mousavipour, S. (2014). Production of educational multimedia dictation assistant and its effectiveness on the academic achievement of second grade students with learning disabilities in Arak city. Learning Disabilities, 4(1), 73-88. [Persian]
Bahr, R. H. (2015). Spelling strategies and word formation processes: Evidence from developmental and spelling ability data Routledge handbook of communication disorders (pp. 193-203): Routledge.
Cain, M. K., Zhang, Z., & Yuan, K. H. (2017). Univariate and multivariate skewness and kurtosis for measuring nonnormality: Prevalence, influence and estimation. Behavior research methods, 49(5), 1716-1735.
Carretti, B., Giofrè, D., Toffalini, E., Cornoldi, C., Pastore, M., & Lanfranchi, S. (2022). Structure of working memory in children from 3 to 8 years old. Developmental psychology, 58(9), 1687.
Chan, T., Wang, I., & Ybarra, O. (2021). Leading and managing the workplace: The role of executive functions. Academy of Management Perspectives, 35(1), 142-164.
Colquitt, J. A., Lepine, J. A., & Wesson, M. J. (2015). Organizational behavior: Improving performance and commitment. Organizational Behaviour. McGraw-Hill Education. www. mhhe. con.
Daniel, S. S., Walsh, A. K., Goldston, D. B., Arnold, E. M., Reboussin, B. A., & Wood, F. B. (2006). Suicidality, school dropout, and reading problems among adolescents. Journal of learning disabilities, 39(6), 507-514.
Dastasjerdi Kazemi, M., and Soleimani, Z. (2006). What is phonological awareness? Exceptional Children (Research in the Field of Exceptional Children), 6(4 (22nd Consecutive Issue), 931-954. SID. https://sid.ir/paper/96389/fa
Fuchs, L. S., Fuchs, D., Sterba, S. K., Barnes, M. A., Seethaler, P. M., & Changas, P. (2022). Building word-problem solving and working memory capacity: A randomized controlled trial comparing three intervention approaches. Journal of Educational Psychology, 114(7), 1633.
Galuschka, K., & Schulte-Körne, G. (2016). The diagnosis and treatment of reading and/or spelling disorders in children and adolescents. Deutsches Ärzteblatt International, 113(16), 279–286.
Gargot, T., Asselborn, T., Zammouri, I., Brunelle, J., Johal, W., Dillenbourg, P., ... & Anzalone, S. M. (2021). “It Is Not the Robot Who Learns, It Is Me.” Treating Severe Dysgraphia Using Child–Robot Interaction. Frontiers in Psychiatry, 12, 596055.
Gerst, E. H., Cirino, P. T., Macdonald, K. T., Miciak, J., Yoshida, H., Woods, S. P., & Gibbs, M. C. (2021). The structure of processing speed in children and its impact on reading. Journal of Cognition and Development, 22(1), 84-107.
Ghazi Zadeh, F. (2013). The functional role of working memory, visual-spatial and processing speed in predicting the academic performance of children with specific learning disabilities in mathematics. Learning Disabilities, 12(1), 73-84. [Persian]
Goswami, U., & Bryant, P. (2016). Phonological skills and learning to read. Routledge.
Hariri P., Saberi E., Abolmaali K. The effect of phonological awareness training on working memory in students with reading difficulties. Cognitive Sciences Updates. 2019; 21 (2):52-60
Hládek, D., Staš, J., & Pleva, M. (2020). Survey of automatic spelling correction. Electronics, 9(10), 1670.
Houghton, G., & Zorzi, M. (2003). Normal and impaired spelling in a connectionist dual-route architecture. Cognitive neuropsychology, 20(2), 115-162.
JINCHO, N., NAMIKI, H. and MAZUKA, R. (2008), Effects of verbal working memory and cumulative linguistic knowledge on reading comprehension
1. Japanese Psychological Research, 50: 12-23.
https://doi.org/10.1111/j.1468-5884.2007.00358.x
Karimi, K., Yaghoubi, A.; Kardanoqabi, R.; Rashid, K. (2013). Identifying the role of processing speed (reaction time and rapid automatic naming) in the phonological awareness of children with learning disabilities in reading. Journal of Educational Psychology Studies, 18(41), 49-29. [Persian]
Khasawneh, M. A. S. (2024). RETRACTED ARTICLE: The Impact of Phonological Awareness in Improving Sequential Memory among Students with Learning Disabilities. International Journal of Disability, Development and Education, 71(1), 42-54.
Khodami, N., Abedi, A., and Atashpour, S. H. (2011). The effect of working memory and metacognition training on the academic performance of female students with learning disabilities in mathematics. Knowledge and Research in Applied Psychology, 12(1 (serial 43)), 45-53. SID. https://sid.ir/paper/163643/fa
Kline, R. B. (2023). Principles and practice of structural equation modeling. Guilford publications.
Kovelman, I., Norton, E. S., Christodoulou, J. A., Gaab, N., Lieberman, D. A., Triantafyllou, C., ... & Gabrieli, J. D. (2012). Brain basis of phonological awareness for spoken language in children and its disruption in dyslexia. Cerebral Cortex, 22(4), 754-764.
Krenca, K., Gottardo, A., Geva, E., & Chen, X. (2020). English phonological specificity predicts early French reading difficulty in emerging bilingual children. Annals of Dyslexia, 70, 27-42.
Li, J., Wang, Q., Mao, Z., Guo, J., Yang, Y., & Zhang, Y. (2022). Improving chinese spelling check by character pronunciation prediction: The effects of adaptivity and granularity. arXiv preprint arXiv:2210.10996.
Mather, N., & Wendling, B. (2011). How SLD manifests in writing. Essentials of specific learning disability identification, 65-88.
McBride-Chang C. (1996). Models of speech perception and phonological processing in reading. Child development, 67(4), 1836–1856.
Míguez‐Álvarez, C., Cuevas‐Alonso, M., & Saavedra, Á. (2022). Relationships between phonological awareness and reading in Spanish: A meta‐analysis. Language Learning, 72(1), 113-157.
Milankov, V., Golubović, S., Krstić, T., & Golubović, Š. (2021). Phonological awareness as the foundation of reading acquisition in students reading in transparent orthography. International Journal of Environmental Research and Public Health, 18(10), 5440.
Momeni, M, Zargham Hajbi, M, & Monirpour, N. (2019). Prediction of Working Memory (Visual-Spatial) Based on Selective Attention and Phonological Awareness in 8-12 Year Old Dyslexic Male Students in Tehran's District 5. Research in Rehabilitation Sciences, 16(- ), 295-302. SID. https://sid.ir/paper/1060194/fa
Moshtaghy Sharifzadeh, M., Mansouri, A., & Bagherzadeh Golmakani, Z. (2021). The Mediating Role of Processing Speed in the Relationship between Working Memory and Phonological Awareness with Reading in Students with Reading Disorder. Journal of Research in Behavioural Sciences, 18(4), 568-576.
Nadertabar, M., Sharifidaramadi, P., Pezeshk, S., & Farrokhi, N. (2017). Computer games effects on selective attention and visual processing speed in deaf students. Middle Eastern Journal of Disability Studies, 7, 107.
Naserpour, M., Durani, K., Salehi, K. (2019). Identifying effective factors in spelling disorders in elementary school students. Curriculum Studies, 14(54), 181-218. [Persian]
Nazari, H., Talaei, A., Hatami, J., Imani-Naeini, M., and Timas, A. (2013). Studying the quality of writing skills of elementary school students: An evaluation study. Educational Sciences, 30(1), 1-20. doi: 10.22055/edus.2022.38746.3282
Nkurunziza, S. (2024). The role of phonological awareness in early reading development. European Journal of Linguistics, 3(3), 15-26.
Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual review of psychology, 63(1), 427-452.
Pour Mohammad Reza Tajrishi, M., Pahlevan-Neshan, S., Golkar, F. (2019). The effectiveness of phonological awareness training on visual spatial working memory of students with written expression disorder. Developmental Psychology: Iranian Psychologists, 15(60), 355-366. [Persian]
Pourmohammad Reza Tajrishi, M., Pahlevan Neshan, S. and Golkar, F. (2019). The effectiveness of phonological awareness training on visual spatial working memory of students with written expression disorders. Developmental Psychology (Iranian Psychologists), 15(60), 355-366. SID. https://sid.ir/paper/101475/fa
Rahmani, P., 2015, Normalization of the spelling learning disability test in second, third and fourth grade students of Isfahan in 2013-2014, National Conference of Educational and Social Sciences Psychology, Babylon, https://civilica.com/doc/399398
Richards, T. L., Berninger, V. W., Aylward, E. H., Richards, A. L., Thomson, J. B., & Nagy, W. E. (2006). Converging evidence for triple word form theory in children with dyslexia. Journal of Neurolinguistics, 19, 56–86.
Service, E., & Turpeinen, R. (2001). Working memory in spelling: Evidence from backward typing. Memory, 9(4-6), 395-421.
Sharifi, A., Davari, R. (2012). The prevalence of learning disabilities in first and second grade elementary school students in Chaharmahal and Bakhtiari province. Learning Disabilities, 1(2), 63-76. [Persian]
Shirzad Araghi, N, Kordzafaranlou Kambozia, A, Ameri, H & Agha Golzadeh, F. (2019). Investigating the Correlation of Phonological Awareness with Reading Speed and Accuracy in Children with Auditory Processing Disorder. Bimonthly Scientific-Research Journal of Rehabilitation Medicine, 8(1), 87-94. doi: 10.22037/jrm.2018.111165.1805
Skebo, C. M., Lewis, B. A., Freebairn, L. A., Tag, J., Avrich Ciesla, A., & Stein, C. M. (2013). Reading skills of students with speech sound disorders at three stages of literacy development. Language, speech, and hearing services in schools, 44(4), 360–373.
https://doi.org/10.1044/0161-1461(2013/12-0015)
Vander Stappen, C., & Reybroeck, M. V. (2022). Relating Phonological Awareness and Rapid Automatized Naming to Phonological and Orthographic Processing of Written Words: Cross‐sequential Evidence from French. Reading Research Quarterly, 57(3), 1065-1083.
Werts, C. E., Linn, R. L., & Jöreskog, K. G. (1974). Intraclass reliability estimates: Testing structural assumptions. Educational and Psychological measurement, 34(1), 25-33.
Westwood, P. (2014). Teaching Spelling: Exploring Common Sense Strategies and Best Practices. New York, NY: Routledge.
Zaccoletti, S., Raccanello, D., Burro, R., & Mason, L. (2022). Reading with induced worry: The role of physiological self‐regulation and working memory updating in text comprehension. British Journal of Educational Psychology, e12491.
Zarei, H., Rawan, Z. (2019). The effect of accuracy training on spelling ability of first grade female elementary school students. Education Research, 5(19), 33-50. [Persian]
Zoccolotti, P., De Luca, M., Marinelli, C. V., & Spinelli, D. (2020). Predicting individual differences in reading, spelling and maths in a sample of typically developing children: A study in the perspective of comorbidity. PLoS One, 15(4), e0231937.