عباسی، ف.، کلانتری دهقی، ه و نوری، ع. (۱۴۰۰). فراتحلیل تاثیر مداخله های فناوری محور بر کاهش اختلال خواندن دانش آموزان،
فصلنامه کودکان استثنایی، ۲۱(۲)، ۵-۱۹.
http://joec.ir/article-1-1276-en.html
حسینی، ف و غیاثی،پ. (1390). اختلال خواندن. چاپ اول، تهران: ساوالان.
مایر، ریچارد، ای (2011). یادگیری چندرسانه‌ای. (ترجمه مهسا موسوی،1384). اسلام شهر: موسسه عالی آموزش و تحقیقات و برنامه‌ریزی.
References
Abbasi F., Kalantari Dehaghi H., & Noori A. (2021). Meta-analysis of Technology-based Interventions for Improving Students' Reading Disorder. JOEC, 21 (2), 5-2. [Doi: 20.1001.1.16826612.1400.21.2.2.2]
Aziz, F. A., Husni, H., & Jamaludin, Z. (2013). Translating interaction design guidelines for dyslexic children’s reading application, II, 3-6.
Bhattacharya, A. (2020). Addressing Word Recognition Difficulties of Adolescents with Dyslexia: Phonological Awareness and Reading Fluency. InSpecial Education Design and Development Tools for School Rehabilitation Professionals. (pp. 21-37). IGI Global. http://www.ldonline.org/article/10784/
Brunswick, N. (2010). Unimpaired reading development and dyslexia across different languages. InReading and dyslexia in different orthographies. Jun 10 (pp. 149-172). Psychology Press.
Chyl, K., Kossowski, B., Dębska, A., Łuniewska, M., Marchewka, A., Pugh, K. R., & Jednoróg, K. (2019). Reading acquisition in children: developmental processes and dyslexia-specific effects. Journal of the American Academy of Child & Adolescent Psychiatry, 58(10), 948-960. [Doi: 10.1016/j.jaac.2018.11.007]
Daud, S. M., & Abas, H. (2013, December). 'Dyslexia Baca'Mobile App--The Learning Ecosystem for Dyslexic Children. In 2013 international conference on advanced computer science applications and technologies (pp. 412-416). IEEE. https://ieeexplore.ieee.org/abstract/document/6836616
Goldstein, B. H., & Obrzut, J. E. (2001). Neuropsychological treatment of dyslexia in the classroom setting. Journal of learning Disabilities, 34(3), 276-285. t[Doi: 10.1177/002221940103400307]
Hsu, J. L. (2013). Exploring the relationships between the use of text message language and the literacy skills of dyslexic and normal students. Research in developmental disabilities, 34(1), 423-430.
Kast, M., Baschera, G. M., Gross, M., Jäncke, L., & Meyer, M. (2011). Computer-based learning of spelling skills in children with and without dyslexia. Annals of dyslexia, 61(2), 177-200.
Khakhar, J., & Madhvanath, S. (2010, November). Jollymate: Assistive technology for young children with dyslexia. In 2010 12th International Conference on Frontiers in Handwriting Recognition (pp. 576-580). IEEE. https://ieeexplore.ieee.org/abstract/document/5693625
Lin, C. Y. & Chai, H. C. (2014, August). Using an e-talk pen to promote phonological awareness on communication training. In 2014 9th International Conference on Computer Science & Education (pp. 298-302). IEEE. https://ieeexplore.ieee.org/abstract/document/6926474
Moinalghorabaie, F., Islami, M., Fadaee, M. (2015). Prevalence of learning disabilities among primary school students in north khorasan province. Journal of Learning Disabilities, 5(1), 101-124.
Mayer R. E. (2011). Multimedia Learning, Mahsa Mousavi (Persian translator); Trhran: The Institute for Management and Planning Studies.
Newman, M. & Gough D. (2020). Systematic Reviews in Educational Research: Methodology, Perspectives and Application. In: Zawacki-Richter O., Kerres M., Bedenlier S., Bond M., Buntins K. (eds) Systematic Reviews in Educational Research. Springer VS, Wiesbaden. [Doi: 10.1007/978-3-658-27602-7_1]
O’Brien, B.A., Mansfield, J.S., and Legge, G.E. (2000). The effect of contrast on reading speed in dyslexia. Vision research 40, 14, 1921–1935. [Doi: 10.1016/S0042-6989(00)00041-9]
Rello, L. & Baeza-Yates, R. (2012, April). Lexical quality as a proxy for web text understandability. In Proceedings of the 21st International Conference on World Wide Web (pp. 591-592). [Doi: 10.1145/2187980.2188142]
Rello, L. (2015). Dyslexia and web accessibility: ynergies and challenges. In Proc. of W4A.
Rello, L. and Baeza-Yates, R. (2013). Good Fonts for Dyslexia. Proc. of ASSETS ‘13, ACM, 14:1–14:8.
Rello, L. & Baeza-Yates, R. (2014, April). Evaluation of Dyswebxia: A reading app designed for people with dyslexia. In Proceedings of the 11th Web for All Conference (pp. 1-10). [Doi: 10.1145/2596695.2596697]
Rello, L., and Baeza-Yates, R. (2016). The effect of font type on screen readability by people with dyslexia. ACM Trans. Access.Comput. [Doi: 10.1145/2897736]
Rello, L., Baeza-Yates, R., Bott, S., & Saggion, H. (2013, May). Simplify or help? Text simplification strategies for people with dyslexia. In Proceedings of the 10th International Cross-Disciplinary Conference on Web Accessibility (pp. 1-10). [Doi: 10.1145/2461121.2461126]
Rello, L., Baeza-Yates, R., Dempere-Marco, L., & Saggion, H. (2013, September). Frequent words improve readability and short words improve understandability for people with dyslexia. In IFIP Conference on Human-Computer Interaction (pp. 203-219). Springer, Berlin, Heidelberg.
Rello, L., Bautista, S., Baeza-Yates, R., Gervás, P., Hervás, R., & Saggion, H. (2013, September). One half or 50%? An eye-tracking study of number representation readability. In IFIP Conference on Human-Computer Interaction (pp. 229-245). Springer, Berlin, Heidelberg. https://link.springer.com/chapter/10.1007/978-3-642-40498-6_17
Rello, L., Bayarri, C., Otal, Y., & Pielot, M. (2014, October). A computer-based method to improve the spelling of children with dyslexia. In Proceedings of the 16th international ACM SIGACCESS conference on Computers & accessibility (pp. 153-160). [Doi: 10.1145/2661334.2661373]
Rello, L., Kanvinde, G., & Baeza-Yates, R. (2012). A mobile application for displaying more accessible eBooks for people with Dyslexia. Procedia Computer Science, 14, 226-233. [Doi: 10.1016/j.procs.2012.10.026]
Rello, L., Kanvinde, G., & Baeza-Yates, R. (2012, April). Layout guidelines for web text and a web service to improve accessibility for dyslexics. In Proceedings of the international cross-disciplinary conference on web accessibility (pp. 1-9). [Doi: 10.1145/2207016.2207048]
Rello, L., Pielot, M. Marcos, M. C. & Carlini. R. (2013). Size matters (spacing not): 18 points for a dyslexic-friendly Wikipedia. In Proc. W4A ’13, Rio de Janeiro, Brazil.
Rello, L.; Ballesteros, M.; and Bigham, J. P. (2015). A spellchecker for dyslexia. In Proc. of ASSETS.
Rello, L.; Pielot, M.; and Marcos, M.-C. (2016). Make it big!: The effect of font size and line spacing on online readability. In Proc. of CHI. [Doi: 10.1145/2858036.2858204]
Reynolds, L., & Wu, S. (2018, June). “I’m Never Happy with What I Write”: Challenges and strategies of people with dyslexia on social media. In Twelfth International AAAI Conference on Web and Social Media.
Santana, V. F., Oliveira, R., Almeida, L. D. A., & Baranauskas, M. C. C. (2012, April). Web accessibility and people with dyslexia: a survey on techniques and guidelines. In Proceedings of the international cross-disciplinary conference on web accessibility (pp. 1-9). [Doi: 10.1145/2207016.2207047]
Santana, V. F., Oliveira, R., Almeida, L. D. A. & Ito, M. (2013). Firefixia: An accessibility web browser customization toolbar for people with dyslexia. In Proc. W4A ’13, Rio de Janeiro, Brazil.
Sarpudin, S. N. S., & Zambri, S. (2014, September). Web readability for students with Dyslexia: Malaysian case study. In 2014 3rd International Conference on User Science and Engineering (i-USEr) (pp. 192-197). IEEE. [Doi: 10.1109/IUSER.2014.7002701]
Schiavo, G., & Buson, V. (2014, June). Interactive e-Books to support reading skills in dyslexia. In at IBOOC2014-2nd Workshop on Interactive eBook for Children at IDC.
Schneps, M.H., Thomson, J.M., Chen, C., Sonnert, G., and Pomplun, M. (2013). E-Readers Are More Effective than Paper for Some with Dyslexia. PLoS ONE 8, 9, e75634. [Doi: 10.1371/journal.pone.0075634]
Schneps, M.H., Thomson, J.M., Sonnert, G., Pomplun, M., Chen, C., and Heffner-Wong, (2013). A Shorter Lines Facilitate Reading in Those Who Struggle. PLoS ONE 8, 8 e71161. [Doi: 10.1371/journal.pone.0071161]
Smythe, I., Everatt, J., & Salter, R. (2005). The international book of dyslexia: A guide to practice and resources. John Wiley & Sons.
Snowling, M. J., Nash, H. M., Gooch, D. C., Hayiou‐Thomas, M. E., Hulme, C., & Wellcome Language and Reading Project Team. (2019). Developmental outcomes for children at high risk of dyslexia and children with developmental language disorder. Child development, 90(5), e548-e564. https://doi.org/10.1111/cdev.13216
Srivastava, B., & Haider, M. T. U. (2020). Personalized assessment model for alphabets learning with learning objects in e-learning environment for dyslexia. Journal of King Saud University-Computer and Information Sciences, 32(7), 809-817. [Doi: 10.1016/j.jksuci.2017.11.005]
Taileb, M., Al-saggaf, R., & Al-ghamdi, A. (2013). YUSR: Speech Recognition Software for Dyslexics, 296-303.
Waterfield, J. (2002). Dyslexia: Implications for Learning, Teaching and Support, Planet, 6:1, 22-24.
Wu, S., Reynolds, L., Li, X., & Guzmán, F. (2019, May). Design and evaluation of a social media writing support tool for people with dyslexia. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (pp. 1-14). [Doi: 10.1145/3290605.3300746]
Zorzi, M., Barbiero, C., Facoetti, A., Lonciari, I., Carrozzi, M., Montico, M., & Ziegler, J. C. (2012). Extra-large letter spacing improves reading in dyslexia. Proceedings of the National Academy of Sciences, 109(28), 11455-11459. [Doi: 10.1073/pnas.120556610
)