آهنگر قربانی، زهره؛ حاجلو، نادر؛ سپهری نسب، زهرا و معزز، رقیه (1398). اثربخشی حافظه فعال بر بهبود عملکرد تحصیلی دانش‌آموزان با اختلال یادگیری خاص: یک مطالعه فراتحلیل. مجله‌ی ناتوانی های یادگیری، 8(4)، 7-26.
خدادادی، جمیله و موسوی پور، سعید (1392). شیوع اختلالات ریاضی در دانش‌آموزان کلاس های دوم و چهارم ابتدایی شهرستان اراک و راه های کاهش آن. مجله‌ی ناتوانی های یادگیری، 2(4)، 28-44.
علیزاده، حمید؛ ایمانی، معصومه؛ کاظمی، فرنگیس و غباری بناب، باقر (1396). آموزش مستقیم: مداخله‌ای رفتاری برای افزایش حافظه کاری و خودکاری در دانش‌آموزان با اختلال یادگیری ریاضی. مجله‌ی مطالعات ناتوانی، 2(7)، 1-29.
Ahangar Ghorbani, Z., Hajloo, N., Sepehri Nasab, Z. & Moazez, R. (2019). The effectiveness of working memory on academic performance of students with specific learning disorder: A meta-analysis study. Journal of Learning Disabilities, 8(4), 7-26. (Persian). doi: 10.22098/jld.2019.819
Alizadeh, H., Imani, M., Kazemi, F., & Ghobari Bonab, B. (2017). Direct Instruction: A Behavioral Intervention for Improvement of Working Memory and Automaticity in Students with Mathematics Learning Disability. Middle Eastern Journal of Disability Studies, 2(7), 1-29. (Persian).
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.
Baker, S., Gersten, R., & Lee, D. (2002). A synthesis of empirical research on teaching mathematics to low-achieving students. The Elementary School Journal, 103(1), 51–73. doi: 10.1086/499715.
Balu, R., Zhu, P., Doolittle, F. Schiller, E., Jenkins, J., & Gersten, R. (2015). Evaluation to response to intervention practices for elementary school reading. U. S. Department of Education. Retrieved from
Obiakor, F. E., Bakken, J. P., & Rotatori, A. F. (Eds.). (2010). Current issues and trends in special education: Research, technology, and teacher preparation. Emerald Group Publishing.
*Bryant, D. P., Bryant, B. R., Roberts, G., Vaughn, S., Pfannenstiel, K. H., Porterfield, J., et al. (2011). Early numeracy intervention program for first-grade students with mathematics difficulties. Exceptional Children, 78(1), 7–23. doi:10.1177/001440291107800101
*Burns, M. K., Kanive, R., & DeGrande, M. (2012). Effect of a computerdelivered math fact intervention as a supplemental intervention for math in third and fourth grades. Remedial & Special Education, 33(3), 184–191. doi:10.1177/0741932510381652
*Clarke, B., Smolkowski, K., Baker, S. K., Fien, H., Doabler, C. T., & Chard, D. J. (2011). The impact of a comprehensive tier I core kindergarten program on the achievement of students at risk in mathematics. Elementary School Journal, 111(4), 561–584. doi:10.1086/659033
Codding, R. S., Bums, M. K., & Lukito, G. (2011). Meta-analysis of mathematic basic-fact fluency interventions: A component analysis . Learning Disability Research & Practice, 26, 36-47.
Dennis, M. S., Sharp, E., Chovanes, J., Thomas, A., Burns, R. M., Custer, B., & Park, J. (2016). A Meta‐Analysis of Empirical Research on Teaching Students with Mathematics Learning Difficulties. Learning Disabilities Research & Practice, 31(3), 156-168.
Ellis, E. S. (1993). Integrative strategy instruction: A potential model for teaching content area subjects to adolescents with learning disabilities. Journal of Learning Disabilities, 26, 358–383.
*Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Appleton, A. C. (2002). Explicitly teaching for transfer: Effects on the mathematical problem-solving performance of students with mathematics disabilities. Learning Disabilities Research and Practice, 17, 90–106. doi: 10.1111/1540-5826.00036
*Fuchs, L. S., Compton, D. L., Fuchs, D., Hamlett, C. L., DeSelms, J., Seethaler, P.M., et al. (2013a). Effects of first-grade number knowledge tutoring with contrasting forms of practice. Journal of Educational Psychology, 105(1), 58–77. doi:10.1037/a0030127
*Fuchs, L. S., Fuchs, D., Hamlet, C. L., Powell, S. R., Capizzi, A. M., & Seethaler, P.M. (2006). The effects of computer-assisted instruction on number combination skill in at risk first graders. Journal of Learning Disabilities, 39(5), 467–475. doi: 10.1177/00222194060390050701
*Fuchs, L. S., Fuchs, D., & Karns, K. (2001). Enhancing kindergartners’ mathematical development: Effects of peer-assisted learning strategies. The Elementary School Journal, 101(5), 495–509. doi:10.1086/499684
*Fuchs, L. S., Fuchs, D., Craddock, C., Hollenbeck, K. N., Hamlett, C. L., & Schatschneider, C. (2008). Effects of small-group tutoring with and without validated classroom instruction on at-risk students’ math problem solving: are two tiers of prevention better than one? Journal of Educational Psychology, 100(3), 491–509. doi:10.1037/0022-0663.100.3.491
*Fuchs, L. S., Fuchs, D., & Prentice, K. (2004). Responsiveness to mathematical problem-solving instruction: comparing students at risk of mathematics disability with and without risk of reading disability. Journal of Learning Disabilities, 37(4), 293–306. doi:10.1177/00222194040370040201
*Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., & Schroeter, K. (2003). Enhancing third-grade students’ mathematical problem solving with self-regulated learning strategies. Journal of Educational Psychology, 95(2), 306–315. doi:10.1037/0022-0663.95.2.306
*Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., et al. (2010). The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties. Learning & Individual Differences, 20(2), 89–100. doi:10.1016/j.lindif.2009.09.003
*Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., . . . Zumeta, R. O. (2009). Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial. Journal of Educational Psychology, 101, 561–576. doi: 10.1037/a0014701
*Fuchs, L. S., Schumacher, R. F., Long, J., Namkung, J., Hamlett, C. L., Cirino, P. T., et al. (2013b). Improving at-risk learners’ understanding of fractions. Journal of Educational Psychology, 105(3), 683–700. doi:10.1037/a0032446
Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities:A meta-analysis of instructional components. Review of Educational Research, 79(3), 1202–1242. doi: 10.3102/0034654309334431.
Gonzales, P., Williams, T., Jocelyn, L., Roey, S., Kastberg, D., & Brenwald, S. (2008). Highlights from TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context (NCES 2009-001 Revised).
*Huang, T., Liu, Y., & Chang, H. (2012). Learning achievement in solving word-based mathematical questions through a computer-assisted learning system. Journal of Educational Technology & Society, 15(1), 248–259. doi:10.1.1.231.6476
Hallahan, D.P., Lloyd, J.W., Kauffman, J.M., Weiss, M., Martinez, E.A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching (3rd ed.).
Ise E, Dolle K, Pixner S, Schulte-Körne G (2012). Effective treatment of children with poor math abilities: results of a meta-analysis [Effektive Förderung rechenschwacher Kinder]. Eine Metaanalyse, Kindheit und Entwicklung 2012; 21(3):181-92. doi: 10.1026/0942-5403/a000083
*Jeltova, I., Birney, D., Fredine, N., Jarvin, L., Sternberg, R. J., & Grigorenko, E. L. (2011). Making instruction and assessment responsive to diverse students progress: Groupadministered dynamic assessment in teaching mathematics. Journal of Learning Disabilities, 44, 381–395. doi: 10.1177/ 0022219411407868
*Jitendra, A. K., Dupuis, D. N., Rodriguez, M. C., Zaslofsky, A. F., Slater, S., Cozine-Corroy, K., et al. (2013A). A randomized controlled trial of the impact of schema-based instruction on mathematical outcomes for third-grade students with mathematics difficulties. Elementary School Journal, 114(2), 252–276. doi:10.1037/a0021017
*Jitendra, A. K., Rodriguez, M., Kanive, R., Huang, J., Church, C., Corroy, K. A., et al. (2013B). Impact of small-group tutoring interventions on the mathematical problem solving and achievement of third-grade students with mathematics difficulties. Learning Disability Quarterly, 36(1), 21–35. doi:10.1177/0731948712457561
*Kajamies, A., Vauras, M., & Kinnunen, R. (2010). Instructing low-achievers in mathematical word problem solving. Scandinavian Journal of Educational Research, 54(4), 335–355. doi:10.1080/00313831.2010.493341
*Ketterlin-Geller, L. R., Chard, D. J., & Hank, F. (2008). Making connections in mathematics: Conceptual mathematics intervention for lowperforming students. Remedial & Special Education, 29(1), 33–45. doi:10.1177/0741932507309711
Karp, K. S., & Voltz, D. L. (2000). Weaving mathematical instructional strategies into inclusive settings. Intervention in School and Clinic, 35, 206–215.
Khodadadi, J., & Moosavi, P. S. (2013). Prevalence of dyscalculia between second and fourth grades in Arak and reduction ways. 2(4), 28-44 (Persian).
*Kroesbergen, E. H., & Van Luit, J. E. (2002). Teaching multiplication to low math performers: Guided versus structured instruction. Instructional Science, 30, 361–378. doi: 10.1023/A:1019880913714
*Kroesbergen, E. H., Van Luit, J. E., & Maas, C. J. M. (2004). Effectiveness of explicit and constructivist mathematics instruction for low-achieving students in The Netherlands. The Elementary School Journal, 104, 233–251. doi: 10.1086/499751
*Lambert, K., & Spinath, B. (2014). Do we need a special intervention program for children with mathematical learning disabilities or is private tutoring sufficient? Journal of Educational Research online, 6, 68–93.
*Leh, J. M., & Jitendra, A. K. (2013). Effects of computer-mediated versus teacher-mediated instruction on the mathematical word problem-solving performance of third-grade students with mathematical difficulties. Learning Disability Quarterly, 36(2), 68–79. doi:10.1177/0731948712461447
Lemke, M. A., Sen, E. Pahlke, L. Partelow, D., Miller, T., Williams, D. et al. (2004). International outcomes for learning in mathematics literacy and problem solving: Pisa 2003 results from the U.S. perspective. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
*Lenhard, A., Lenhard, W., Schug, M., & Kowalski, A. (2011). Computer- based enhancement of mathematics skills using ‘‘Maths games with Elfe and Mathis I’’. Introduction and evaluation of software for first to third grade pupils. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 43, 79–88. doi: 10.1026/0049 8637/a000037
*Menesses, K. F., & Gresham, F. M. (2009). Relative efficacy of reciprocal and nonreciprocal peer tutoring for students at-risk for academic failure. School Psychology Quarterly, 24(4), 266–275. doi:10.1037/a0018174 xii.
Obiakor, F. E., Bakken, J. P., & Rotatori, A. F. (Eds.). (2010). Current issues and trends in special education: Research, technology, and teacher preparation. Emerald Group Publishing.
*Powell, S. R., & Fuchs, L. S. (2010). Contribution of equalsign instruction beyond word-problem tutoring for thirdgrade students with mathematics difficulty. Journal of Educational Psychology, 102, 381–394. doi: 10.1037/ a0018447
*Powell, S. R., Fuchs, L. S., Fuchs, D., Cirino, P. T., & Fletcher, J. M. (2009). Effects of fact retrieval tutoring on third-grade students with math difficulties with and without reading difficulties. Learning Disabilities Research & Practice, 24(1), 1–11. doi:10.1111/j.1540- 5826.2008.01272.x
*Re, A. M., Pedron, M., Tressoldi, P. E., & Lucangeli, D. (2014). Response to specific training for students with different levels of mathematical difficulties. Exceptional Children, 80(3), 337–352. doi:10.1177/0014402914522424
Rhymer, K. N., Dittmer, K. I., Skinner, C. H., & Jackson, B. (2000). Effectiveness of a multi-component treatment for improving mathematics fluency. School Psychology Quarterly, 15(1), 40-51.
*Schoppek, W., & Tulis, M. (2010). Enhancing arithmetic and word-problem solving skills efficiently by individualized computer-assisted practice. The Journal of Educational Research, 103, 239–252. doi: 10.1080/00220670903382962
*Shamir, A., & Baruch, D. (2012). Educational e-books: a support for vocabulary and early math for children at risk for learning disabilities. Educational Media International, 49(1), 33–47. doi:10.1080/09523987.2012.662623
*Sood, S., & Jitendra, A. K. (2013). An exploratory study of a number sense program to develop kindergarten students’ number proficiency. Journal of Learning Disabilities, 46(4), 328–346. doi:10.1177/0022219411422380
Swanson, H. L. (2001). Searching for the best model for instructing students with learning disabilities. Focus on Exceptional Children, 34, 1–15.
*Swanson, H. L., Lussier, C., & Orosco, M. (2013). Effects of cognitive strategy interventions and cognitive moderators on word problem solving in children at risk for problem solving difficulties. Learning Disabilities Research & Practice (Wiley-Blackwell), 28(4), 170–183. doi:10.1111/ldrp.12019
*Swanson, H. L., Moran, A., Lussier, C., & Fung, W. (2014). The effect of explicit and direct generative strategy training and working memory on word problem-solving accuracy in children at risk for math difficulties. Learning Disability Quarterly, 37(2), 111–123. doi:10.1177/0731948713507264
Tannock, R. (2013). Specific Learning Disabilities in DSM-5: are the changes for better or worse?. : International Journal of Research in Learning Disabilities,1(2): 2-30.
*Toll, S. M., & Van Luit, J. H. (2012). Early numeracy intervention for low-performing kindergartners. Journal of Early Intervention, 34(4), 243–264. doi:10.1177/ 1053815113477205
*Topping, K. J., Miller, D., Murray, P., Henderson, S., Fortuna, C., & Colin, N. (2011). Outcomes in a randomized controlled trial of mathematics tutoring. Educational Research, 53, 51–63. doi: 10.1080/00131881.2011.552239
*VanDerHeyden, A., Laughlin, T. M., Algina, J., & Snyder, P. (2012). Randomized evaluation of a supplemental gradewide mathematics intervention. American Educational Research Journal, 49, 1251–1284. doi: 10.3102/ 0002831212462736
Von Elm, E., Altman, D. G., Egger, M., Pocock, S. J., Gøtzsche, P. C., & Vandenbroucke, J. P. (2007). The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statement: guidelines for reporting observational studies. Annals of internal medicine, 147(8), 573-577.
)