پاشا، غلامرضا؛ بختیارپور، سعید و اخوان، گیتی (2010). تأثیر موسیقی فعال بر حافظه و توجه بیماران اسکیزوفرن زن. نشریه علمی زن و فرهنگ، 2(5)، 30-19.
پاکتچی، ریحانه؛ یاریاری، فریدون و مرادی، علیرضا (1392). تأثیر آموزش بازی‌های رایانه‌ای بر عملکرد حافظه بینایی دانش‌آموزان نارساخوان. مجلهی تعلیم و تربیت استثنایی، ۶ (۱۱۹)، 38-30.
شفیعی، بیژن؛ توکل، سمیرا؛ علی نیا، لیلا؛ مراثی، محمدرضا؛ صداقتی، لیلا؛ و فروغی، رقیه (2009). طراحی و ساخت آزمون غربالگری تشخیص اختلال در خواندن در پایه‌های اول تا پنجم دانش‌آموزان مقطع ابتدایی در شهر اصفهان. شنوایی شناسی-دانشگاه علوم پزشکی تهران، 17(2)،60-53.
صفرپور دهکردی، ندا؛ وفایی، مریم و افروز، غلامعلی (1390). مقایسه سرعت نامیدن و عملکرد مؤلفه‌های سه‌گانه حافظه فعال در کودکان نارسا خوان و عادی. فصلنامه کودکان استثنایی، 11(1)، 21-1.
عابدی، احمد؛ جبل عاملی، جلال و هادی پور، محبوبه (2011). مقایسه نیم‌رخ حافظه در دانش‌آموزان با ناتوانی یادگیری ریاضی بر اساس آزمون نوروسایکولوژی Nepsy با گروه شاهد. مجله تحقیقات علوم رفتاری، 9(3)، 215-206.
محمداسماعیل، الهه و هومن، حیدرعلی (1381). انطباق و هنجاریابی آزمون ریاضیات ایران کی مت. فصلنامه کودکان استثنایی، 2(4)، 332-323.
نریمانی، محمد؛ سلیمانی، اسماعیل و تبریزچی، نرگس. (1394). بررسی تأثیر توانبخشی شناختی بر بهبود نگهداری توجه و پیشرفت تحصیلی ریاضی دانش‌آموزان دارای اختلال ADHD. مجله روانشناسی مدرسه، 4(2)، 134-118.
یارمحمدیان، احمد؛ قمرانی، امیر و قاسمی، مهری (2015). تأثیر آموزش فراشناخت مدل پانورا و فیلیپو بر عملکرد ریاضی، خودپنداره، خودتنظیمی و انگیزش ریاضی دانش‌آموزان چهارم با ناتوانی یادگیری ریاضی. مجله مطالعات ناتوانی، 5، 178-169.
Abedi, A., Jabal Ameli, J., & Hadipoor, M. (2011). A comprative memory profile of students with mathematics learning disabilities, based on NEPSY test, and control grup. Journal of Research in Behavioural Sciences, 9(3), 206-215. (Persian).
Avanoor, V., & Mahendran, P. (2018). Executive Function Rating Scale [EFRS]: A Study among Learning Disabled. Tool development: Item Generation and Item Analysis. International Journal of Indian Psychology, Volume 6, Issue 2,(No. 2), 6, 85.
Belger, A., & Banich, M. T. (1998). Costs and benefits of integrating information between the cerebral hemispheres: a computational perspective. Neuropsychology, 12(3), 380.
Berryhill, M. (2008). Visual memory and the brain. Vision Sciences Society, Naples, FL. Retrieved March, 11, 2015.
Boot, W. R., Kramer, A. F., Simons, D. J., Fabiani, M., & Gratton, G. (2008). The effects of video game playing on attention, memory, and executive control. Acta psychologica, 129(3), 387-9.
Campos, M., Musso, M., Keselman, A., Gruñeiro, L., Bergadá, I., & Chiesa, A. (2017). Cognitive profiles of patients with early detected and treated congenital hypothyroidism. Archivos Argentinos de Pediatria, 115, 12-17. doi:10.5546/aap.2017.eng.12
Chun, M. M., & Johnson, M. K. (2011). Memory: Enduring traces of perceptual and reflective attention. Neuron, 72(4), 520-535.
Connolly, A. J. (2000). KeyMath: A Diagnostic inventory of essential mathematics: Psycan.
Dowker, A. (2005). Early identification and intervention for students with mathematics difficulties. Journal of Learning Disabilities, 38(4), 324-332.
Dye, M. W., Green, C. S., & Bavelier, D. (2009). Increasing speed of processing with action video games. Current directions in psychological science, 18(6), 321-326.
Esmaili, S. K., Shafaroodi, N., Mehraban, A. H., Parand, A., Zarei, M., & Akbari-Zardkhaneh, S. (2017). Effect of play-based therapy on meta-cognitive and behavioral aspects of executive function: a randomized, controlled, clinical trial on the students with learning disabilities. Basic and Clinical Neuroscience, 8(3), 203. (Persian).
Fawcett, A., & Nicolson, R. (2017). Dyslexia in children: Routledge.
Fletcher, J., Lyon, G., Fuchs, L., & Barnes, M. (2007). Learning Disabilities: From Identification to Intervention. New York: Guilford. Journal of Attention Disorders, 11(3), 412-415.
Geary, D. C. (2010). Mathematical disabilities: Reflections on cognitive, neuropsychological, and genetic components. Learning and individual differences, (2),133-130.
Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38(4), 293-304.
Hale, J. B., Naglieri, J. A., Kaufman, A. S., & Kavale, K. A. (2004). Specific learning disability classification in the new Individuals with Disabilities Education Act: The danger of good ideas. The School Psychologist, 58(1), 6-13.
Huettig, F., Lachmann, T., Reis, A., & Petersson, K. M. (2018). Distinguishing cause from effect–many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience. Language, Cognition and Neuroscience, 33(3), 333-350.
Jordan, N. C., Glutting, J., & Ramineni, C. (2010). The importance of number sense to mathematics achievement in first and third grades. Learning and individual differences, 20(2), 82-88.
Lovegrove, W. (2017). Visual deficits in dyslexia: Evidence and implications. In Dyslexia in children (pp. 113-135): Routledge.
Mammarella, I. C., Caviola, S., Cornoldi, C., & Lucangeli, D. (2013). Mental additions and verbal-domain interference in children with developmental dyscalculia. Research in Developmental Disabilities, 34(9), 2845-2855.
Mazzocco, M. M., & Hanich, L. B. (2010). Math achievement, numerical processing, and executive functions in girls with Turner syndrome: Do girls with Turner syndrome have math learning disability? Learning and individual differences, 20(2), 70-81.
McCloskey, G., Perkins, L. A., & Van Diviner, B. (2008). Assessment and intervention for executive function difficulties: Taylor & Francis.
Mclean, K., & HICTCH, J. (2001). Executive functions in student with and without mathematics disorder.
Meltzer, L. (2018). Executive function in education: From theory to practice: Guilford Publications.
Meyer, M. L., Salimpoor, V. N., Wu, S. S., Geary, D. C., & Menon, V. (2010). Differential contribution of specific working memory components to mathematics achievement in 2nd and 3rd graders. Learning and individual differences, 20(2), 101-109.
Mohammadesmaeil, E., & Hooman, H. A. (2003). Adaptation and standardization of the IRAN KEY-MATH test of mathematics. Journal of Exceptional Children, 2(4), 323-332. (Persian).
Moura, O., Simões, M. R., & Pereira, M (2014). Executive functioning in children with developmental dyslexia. The Clinical Neuropsychologist, 28(sup1), 20-41.
Narimani, M., Soleymani, E., & Tabrizchi, N. (2015). The effect of cognitive rehabilitation on attention maintenance and math achievement in ADHD students. Journal of School Psychology and Institutions, 4(2), 118-134. (Persian)
Nazifi, M., Rasoolzadeh, T. K., Azahfallah, P., & Moradi, A. (2001). The Effect of Computer-Assisted Cognitive Rehabilitation and Drug Therapy on Response Inhibition and Reaction Time of Children with Attention Deficit/Hyperactivity Disorder.
Pakatchi, R., Yaryari, F., & Moradi, A. (2013). The Effects of Teaching via Computer Games on the Performance of Visual Memory for the Dyslexic Students. Exceptional Education Journal, 6(119), 30-38. (Persian).
Pardo Campos, M. L., Musso, M. F., Keselman, A., Gruñeiro, L., Bergadá, I., & Chiesa, A. (2017). Cognitive profiles of patients with early detected and treated congenital hypothyroidism.
Pasha, G., Bakhtiyar, P. S., & Akhavan, G. (2010). The effect of active music on memory and the attention of schizophrenia patient. Wonan & Cultuer, 2(5), 19-30. (Persian).
Pennington, B. F. (2008). Diagnosing learning disorders: A neuropsychological framework: Guilford Press.
Ramaa, S. (2000). Two decades of research on learning disabilities in India. Dyslexia, 6(4), 268-283.
Safarpour Dehkordi, N., Vafaee, M., & Afrooz, G. (2011). Naming speed and performance in three components of working memory in dyslexic and normal children. Journal of Exceptional Children, 11(1), 1-22. (Persian).
Salo, R., Nordahl, T. E., Buonocore, M. H., Natsuaki, Y., Waters, C., Moore, C. D., . . . Leamon, M. H. (2009). Cognitive control and white matter callosal microstructure in methamphetamine-dependent subjects: a diffusion tensor imaging study. Biological psychiatry, 65(2), 122-128.
Semrud-Clikeman, M. (2005). Neuropsychological aspects for evaluating learning disabilities. Journal of Learning Disabilities, 38(6), 563-568.
Shafiei, B., Tavakol, S., Alinia, L., Maracy, M. R., Sedaghati, L., & Foroughi, R. (2009). Developing a screening inventory reading test (IRT) for the Isfahanian students of the first to fifth grade. Bimonthly Audiology-Tehran University of Medical Sciences, 17(2), 53-60. (Persian).
Simon, S. L., Dean, A. C., Cordova, X., Monterosso, J. R., & London, E. D. (2010). Methamphetamine dependence and neuropsychological functioning: evaluating change during early abstinence. Journal of studies on alcohol and drugs, 71(3), 335-344.
Sjöwall, D., Bohlin, G., Rydell, A.-M., & Thorell, L. B. (2017). Neuropsychological deficits in preschool as predictors of ADHD symptoms and academic achievement in late adolescence. Child Neuropsychology, 23(1), 111-128.
Sonuga-Barke, E. J. (2003). The dual pathway model of AD/HD: an elaboration of neuro-developmental characteristics. Neuroscience & Biobehavioral Reviews, 27(7), 593-604.
Swanson, H. L., & Jerman, O. (2006). Math disabilities: A selective meta-analysis of the literature. Review of educational Research, 76(2), 249-274.
Trapp, B. E. (2010). National Institute of neurological disorders and stroke. Journal of Consumer Health on the Internet, 14(2), 167-174.
Tucha, L., Fuermaier, A. B., Koerts, J., Buggenthin, R., Aschenbrenner, S., Weisbrod, M., Tucha, O. (2017). Sustained attention in adult ADHD: time-on-task effects of various measures of attention. Journal of neural transmission, 124(1), 39-53.
Van der Sluis, S., de Jong, P. F., & van der Leij, A. (2004). Inhibition and shifting in children with learning deficits in arithmetic and reading. Journal of experimental child psychology, 87(3), 239-266.
Varvara, P., Varuzza, C., Padovano Sorrentino, A. C., Vicari, S., & Menghini, D. (2014). Executive functions in developmental dyslexia. Frontiers in human neuroscience, 8, 120.
Willoughby, M. T., Magnus, B., Vernon-Feagans, L., Blair, C. B., & Investigators, F. L. P. (2017). Developmental delays in executive function from 3 to 5 years of age predict kindergarten academic readiness. Journal of Learning Disabilities, 50(4), 359-372.
Wong, T. T.-Y., Ho, C. S.-H., & Tang, J. (2017). Defective number sense or impaired access? Differential impairments in different subgroups of children with mathematics difficulties. Journal of Learning Disabilities, 50(1), 49-61.
Yarmohammadian, A., Ghamarani, A., & Ghasemi, M. (2015). Effect of Panoura and Filippo's Metacognitive Instruction Model on Mathematics Performance, Self-Concept, Self-Regulation and Motivation for Students at Fourth Grade of Elementary School with Mathematical Disability. Middle Eastern Journal of Disability Studies, 5, 169-178. (Persian).
)