باغبانی، م و رادمنش، ع. (1400). بررسی و مقایسه اثربخشی تمرین شبیه سازی ذهنی فرایندی و فراوردهای بر خودتنظیمی و خودپنداره تحصیلی. روانشناسی مدرسه و آموزشگاه، 10(1)، 32-45.
https://jsp.uma.ac.ir/article_1131.html
رعیتی، ز.، صالحی، ا.، کافی، م و رضایی، س. (۱۳۹۴). مطالعه اثرهای حالت‌های فراشناختی، راهبردهای پردازش و نظم دهی بر عملکرد تحصیلی دانشجویان.
پژوهش‌های علوم شناختی و رفتاری، ۵ (۱)، ۵۱-۶۵.
https://sid.ir/paper/237546/fa
سلطانی، م.، نریمانی، م و موسی زاده، ت. (۱۴۰۱). بررسی آموزش راهبردهای خودتنظیمی بر سازگاری اجتماعی و هماهنگی دیداری حرکتی دانش آموزان دارای ناتوانی‌های یادگیری.
ناتوانی‌های یادگیری.۱۲ (۲)، ۳۴- ۴۵.
https://jld.uma.ac.ir/article_1981.html
نعمتی، ش و اسد الهی، م. (۱۳۹۸). اثربخشی آموزش راهبردهای خودتنظیمی بر نگرش نسبت به مدرسه در دانش‌آموزان دارای اختلال یادگیری ویژه.
ناتوانی‌های یادگیری، ۸ (۳)، ۷-۲۵.
https://jld.uma.ac.ir/article_786.html
References
Al-Hawamleh, M. S., Alazemi, A. F., Al-Jamal, D. A., Al Shdaifat, S., & Rezaei Gashti, Z. (2022). Online Learning and Self-Regulation Strategies: Learning Guides Matter. Education Research International, 2022. [DOI.org/10.1155/2022/4175854]
Austin, C. R., Vaughn, S., Clemens, N. H., Pustejovsky, J. E., & Boucher, A. N. (2022). The relative effects of instruction linking word reading and word meaning compared to word reading instruction alone on the accuracy, fluency, and word meaning knowledge of 4th-5th grade students with dyslexia. Scientific Studies of Reading, 26(3), 204-222. [DOI:org/10.1080/10888438.2021.1947294]
Alkasir, E. (2022). The Comparison of Self-Regulation, Planning, And Verbal Memory in Students with and without Learning Disorders. Journal of Positive School Psychology, 6(8), 7722-7734.
Baghbani, M., & Radmanesh, E. (2021). Review and comparison of effectiveness of process and mental simulation on self-regulation and academic self-concept. School Psychology, 10(1), 32-45. https://jsp.uma.ac.ir/article_1131.html
Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24-32. [DOI: org/10.1016/j.iheduc.2017.01.004]
Bansal, G., & Singh, A. P. (2021). Computer-Assisted Cognitive Re-Training as an Intervention for Children with Specific Learning Disability: A Review. [DOI: 10.25215/0904.099]
Capodieci, A., Romano, M., Castro, E., Di Lieto, M. C., Bonetti, S., Spoglianti, S., & Pecini, C. (2022). Executive Functions and Rapid Automatized Naming: A New Tele-Rehabilitation Approach in Children with Language and Learning Disorders. Children, 9(6), 822. [DOI:.org/10.3390/children9060822]
Capin, P., Stevens, E. A., & Vaughn, S. (2023). Self‐Regulation and Reading Comprehension: Integrating and Aligning to Improve Reading Outcomes. Mind, Brain, and Education. [DOI: doi.org/10.1111/mbe.12353]
Denton, C. A., Montroy, J. J., Zucker, T. A., & Cannon, G. (2021). Designing an intervention in reading and self-regulation for students with significant reading difficulties, including dyslexia. Learning Disability Quarterly, 44(3), 170-182. [DOI:org/10.1177/0731948719899479]
Elhusseini, S. A., Tischner, C. M., Aspiranti, K. B., & Fedewa, A. L. (2022). A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement. Metacognition and Learning, 17(3), 1117-1139. [DOI: org/10.1007/s11409-022-09311-0]
Fang, J. W., He, L. Y., Hwang, G. J., Zhu, X. W., Bian, C. N., & Fu, Q. K. (2022). A concept mapping-based self-regulated learning approach to promoting students’ learning achievement and self-regulation in STEM activities. Interactive Learning Environments, 1-23. [DOI:org/10.1080/10494820.2022.2061013]
Gialluisi, A., Andlauer, T. F., Mirza-Schreiber, N., Moll, K., Becker, J., Hoffmann, P., & Schulte-Körne, G. (2021). Genome-wide association study reveals new insights into the heritability and genetic correlates of developmental dyslexia. Molecular psychiatry, 26(7), 3004-3017. [DOI:org/10.1038/s41380-020-00898-x]
Goodrich, J. M., Fitton, L., Chan, J., & Davis, C. J. (2023). Assessing oral language when screening multilingual children for learning disabilities in reading. Intervention in School and Clinic, 58(3), 164-172.
Gehle, M., Trautner, M., & Schwinger, M. (2023). Motivational self-regulation in children with mild learning difficulties during middle childhood: Do they use motivational regulation strategies effectively? Journal of Applied Developmental Psychology, 84, 101487. [DOI:org/10.1016/j.appdev.2022.101487]
Ghanaat Pisheh, E. A., Sadeghpour, N., Nejatyjahromy, Y., & Mir Nasab, M. M. (2017). The effect of cooperative teaching on the development of reading skills among students with reading disorders. Support for learning, 32(3), 245-266.] DOI:org/10.1111/1467-9604.12168 [
Kishore, M. T., Maru, R., Seshadri, S. P., Kumar, D., Sagar, J. K. V., Jacob, P., & Murugappan, N. P. (2021). Specific learning disability in the context of current diagnostic systems and policies in India: Implications for assessment and certification. Asian Journal of Psychiatry, 55, 102506.
Kampylafka, C., Polychroni, F., & Antoniou, A. S. (2023). Primary School Students with Reading Comprehension Difficulties and Students with Learning Disabilities: Exploring Their Goal Orientations, Classroom Goal Structures, and Self-Regulated Learning Strategies. Behavioral Sciences, 13(2), 78. [DOI.org/10.3390/bs13020078]
Lin, P. H., Su, Y. N., & Huang, Y. M. (2019). Evaluating reading fluency behavior via reading rates of elementary school students reading e-books. Computers in Human Behavior, 100, 258-265.
Li, J., Ye, H., Tang, Y., Zhou, Z., & Hu, X. (2018). What are the effects of self-regulation phases and strategies for Chinese students? A meta-analysis of two decades research of the association between self-regulation and academic performance. Frontiers in Psychology, 9, 2434. [DOI:org/10.3389/fpsyg.2018.02434]
Lohvansuu, K., Torppa, M., Ahonen, T., Eklund, K., Hämäläinen, J. A., Leppänen, P. H., & Lyytinen, H. (2021). Unveiling the mysteries of dyslexia—Lessons learned from the prospective Jyväskylä longitudinal study of dyslexia. Brain sciences, 11(4), 427. [DOI:org/10.3390/brainsci11040427]
Matteucci, M. C., & Soncini, A. (2021). Self-efficacy and psychological well-being in a sample of Italian university students with and without Specific Learning Disorder. Research in Developmental Disabilities, 110, 103858. [DOI:org/10.1016/j.ridd.2021.103858]
Mastrothanais, K., Kalianou, M., Katsifi, S., & Zouganali, A. (2018). The use of metacognitive knowledge and regulation strategies of students with and without special learning difficulties. International Journal of special education, 33(1), 184-200. https://files.eric.ed.gov/fulltext/EJ1184100.pdf
Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31(1), 37-44. [DOI:org/10.2307/30035524]
McDaniel, M. A., & Einstein, G. O. (2020). Training learning strategies to promote self-regulation and transfer: The knowledge, belief, commitment, and planning framework. Perspectives on Psychological Science, 15(6), 1363-1381. [DOI:org/10.1177/1745691620920723]
Mahfouz, M. A. S., & Mohamed, A. H. H. (2023). Using Word Reading Fluency Curriculum-Based Measurements to Monitor Students’ Reading Progress in Grade 2. Education Sciences, 13(2), 217. [DOI:org/10.3390/educsci13020217]
Mohammadi, R. R., Saeidi, M., & Ahangari, S. (2020). Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach. Cogent Education, 7(1), 1746105. [DOI:org/10.1080/2331186X.2020.1746105]
Miller, C. J., & Bernacki, M. L. (2019). Training preparatory mathematics students to be high ability self-regulators: Comparative and case-study analyses of impact on learning behavior and achievement. High Ability Studies, 30(1-2), 167-197. [DOI: org/10.1080/13598139.2019.1568829]
Núñez, J. C., Tuero, E., Fernández, E., Añón, F. J., Manalo, E., & Rosário, P. (2022). Effect of an intervention in self-regulation strategies on academic achievement in elementary school: a study of the mediating effect of self-regulatory activity. Revista de Psicodidáctica (English ed.), 27(1), 9-20. [DOI:org/10.1016/j.psicoe.2021.09.001]
Nemati, S., & Asad Elahi, M. (2018). The effectiveness of teaching self-regulation strategies on the attitude towards school in students with special learning disabilities. Learning Disabilities, 8(3), 25-7. https://jld.uma.ac.ir/article_786.html
Rosendo, D., Pereira, A., Moreira, T., Núñez, J. C., Martins, J., Fróis, S., & Rosário, P. (2023). Reading in COVID-19 Pandemic Times: A Snapshot of Reading Fluency of Portuguese Elementary School Students. Children, 10(1), 143. [DOI:org/10.3390/children10010143]
Raiti, Z., Salehi, A., Kafi, M. and Rezaei, S. (2016). Studying the effects of metacognitive states, processing and organizing strategies on students' academic performance. Cognitive and Behavioral Sciences Research, 5 (1), 51-65. https://sid.ir/paper/237546/fa
Shirazi, S., & Nilipoor, R. (2004). Design and scaling diagnostic reading rest. Journal of Rehabilitation, 5(1, 2), 7-11. (Persian). https://www.sid.ir/paper/43117/fa
Schmidt, B. M., Breuer-Küppers, P., Vahlhaus-Aretz, D., Obergfell, A. L., & Schabmann, A. (2023). Prosodic sensitivity and phoneme awareness as predictors of reading fluency in German. Reading and Writing, 36(1), 223-239. [DOI:org/10.1007/s11145-022-10313-2]
Soltani, M., Narimani, M. and Mouszadeh, T. (2023). Investigating the teaching of self-regulation strategies on social adaptation and visual-motor coordination of students with learning disabilities. Learning disabilities. 12 (2), 34-45. [DOI:org/10.22098/jld.2023.12017.2055]
Saif, A. (2014). Methods of learning and studying, second edition. Tehran: Duran
Wei, X., Saab, N., & Admiraal, W. (2023). Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies. The Internet and Higher Education, 56, 100880. [DOI:org/10.1016/j.iheduc.2022.100880]
Xu, Z., Zhao, Y., Liew, J., Zhou, X., & Kogut, A. (2023). Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review. Educational Research Review, 100510. [DOI:org/10.1016/j.edurev.2023.100510]
Zakaria, N. A., & Malek, M. N. A. (2022). iTherapy: An Automated Web-Based Therapy Plan for Learning Disability Children. International Journal on Perceptive and Cognitive Computing, 8(1), 80-85
)