پورقاز، عبدالوهاب، محمدی، امین، دوستی، مرضیه (1391). تاثیر خود کارآمدی تحصیلی و خستگی شناختی بر حل مسائل شناختی دانش آموزان. مطالعات روانشناسی تربیتی، (15)، 67-86.
چنگیزی، تهمینه، نادری، فرح، کامکاری، کامبیز (1398). بررسی روایی تشخیصی ویرایش سوم مقیاس جدید توانایی های شناختی وودکاک جانسون در دانش آموزان کم توان یادگیری شهر اهواز. نشریه رویش روان شناسی، (18)، 36-11.
جناآبادی، حسین، رضوی، سکینه (١٣٩٢). بررسی رابطه خودکارآمدی و هوش هیجانی بر موفقیّت تحصیلی دانش آموزان شاهد. مجلهی مطالعات روانشناسی تربیتی، (17)، ٥١-٦٤.
دالوند، میرحسین، الهی، طاهره (1391). عملکرد حافظه فعال در کودکان مبتلا به ناتوانی یادگیری ریاضی. نشریه علوم رفتاری، 6(3)، 203-220.
سلطانی، متین، نریمانی، محمد، موسی زاده، توکل (1402). بررسی آموزش راهبردهای خودتنظیمی بر سازگاری اجتماعی و هماهنگی دیداری حرکتی دانش آموزان دارای ناتوانیهای یادگیری. مجله ناتوانیهای یادگیری، 12(2)، 34-45. https://doi.org/10.22098/jld.2023.12017.2055
شیخ الاسلامی، علی، سیداسماعیلی قمی، نسترن (1400). اثربخشی آموزش مهارت های خوشبینی بر دلزدگی تحصیلی دانش آموزان باعملکرد تحصیلی ضعیف. مجله مطالعات روانشناسی تربیتی، 18(43)، 1-16.
شیری امین لو، مرضیه، شریفی در آمدی، پرویز، خلعتبری، جواد (دردست چاپ). روایی تشخیصی نسحه پنجم مقیاس های هوشی وکسلر کودکان در دانش آموزان با ناتوانی یادگیری شهر تهران. فصلنامه اندازه گیری تربیتی دانشگاه علامه طباطبایی.
صادقی، عباس، زینلی، شینا، فروغی، زهرا (1398). تأثیر آموزش مهارت های شناختی بر عملکرد و توانایی های شناختی کودکان دارای ناتوانی های یادگیری. مجله ناتوانی های یادگیری، 8(2)، 38- 57.
صاحبقران فرد، محمد، نریمانی، محمد، نخستین گلدوست، اصغر (1402). مقایسه اثر بخش مدل مبتنی بر انگیزه پیشرفت و آموزش مهارت های اجتماعی بر خود کارآمدی تحصیلی در دانش آموزان مبتلا به ناتوانی یادگیری. فصلنامه پژوهشی ناتوانیهای یادگیری، 12(3). 10.22098/JLD.2023.12901.2095
کرمی، ابوالفضل، کرمی، رعنا، علیپور، علی (1399). بررسی ویژگیهای روانسنجی مقیاس هوشی وکسلر کودکان ویرایش- پنجم. فصلنامه اندازه گیری تربیتی، 11(41)، 97-125.
کامکاری، کامبیز، شُکرزاده، شهره (1393). روایی تشخیصی نسخه چهارم مقیاس هوشی وکسلر کودکان در دانشآموزان ناتوان یادگیری. فصلنامة تخصصی روانسنجی، 2(8).
لرنر، ز. (1997). ناتوانیهای یادگیری، نظریه، تشخیص و راهبردهای تدریس. ترجمه عصمت دانش (1400)، چاپ دوم، تهران: مرکزچاپ و انتشارات دانشگاه شهید بهشتی.
مجاهدی، زهرا، اخوان تفتی، مهناز، کیا منش، علیرضا، خادمی، ملوک. (1393). توان پیش بینی ترکیبی هوش های چند گانه، وکسلر و هیجانی برای کارگرد آموزشی دانش آموزان دوره اول متوسطه. پژوهش در نظام آموزشی، 8(24).
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorder, Fifth Edition (DSM-5).
Aubry, A. & Bourdin, B. (2018). Short Forms of Wechsler Scales Assessing the Intellectually Gifted Children Using Simulation Data. journal of Frontiers in Psychology, 9, 18-30.
Baddeley, A. (1992). Working memory. Science 255, 556–559. doi: 10.1126/science.1736359
Caemmerera, J.M., Maddocksb, D.L.S, Keithb, T.Z. & Reynolds, M.R. (2018). Effects of cognitive abilities on child and youth academic achievement: Evidence from the WISC-V and WIAT-III. Journal of Intelligence, 68, 6–20.
Canivez, G. L., Grieder, S. & Buenger, A. (2021). Construct validity of the German Wechsler Intelligence Scale for Children–Fifth edition: Exploratory and confirmatory factor analyses of the 15 primary and secondary subtests.
Assessment, 28(2), 327–352.
https://doi.org/10.1177/1073191120936330.
Canivez, G. L., McGill, R.J., Dombrowski, S. C., Watkins, M. W., Pritchard, A. E. & Jacobson, L. A. (2020). Construct validity of the WISC-V in clinical cases: Exploratory and confirmatory factor analyses of the 10 primary subtests.
Assessment, 27(2), 274–296.
https://doi.org/10.1177/1073191118811609.
Changizi, T., Nadri, F. & Kamkari, K. (2019). diagnostic validity investigation of the third edition of the new Woodcock Johnson scale of cognitive abilities in students with learning disabilities in Ahvaz city. Roish Psychology Journal, 36, 11-18.
Dalvand, M.H. & Elahi, T. (2013).Working memory performance in children with mathematical learning disabilities. Journal of Behavioral Sciences, 6(3), 203-220.
Diamond, A. & Ling, D. S. (2020). Review of the evidence on, and fundamental questions about, efforts to improve executive functions, including working memory. in Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development. eds. J. M. Novick, M. F. Bunting, M. R. Dougherty and R. W. Engle (Oxford: Oxford University Press), 143–431.
Dombrowski, S.C., Canivez, G.L. & Watkins, M.W. (2018). Factor Structure of the 10 WISC-V Primary Subtests Across Four Standardization Age Groups. journal of Contemporary School Psychology, 22, 90-104.
Dumont, R., Puttaswamy, A., Barone, A., Viezel, K. D. & Willis, J. (2019). Wechsler Intelligence Scale for Children–Fifth Edition Ancillary and Complementary Index Critical Values and Base Rates for the Normative Sample. Journal of Psychoeducational Assessment, 1, 1-12.
Eshtiagh, R. (2023). learning disorders; Preventing the flourishing of students' talents. Journal of Psychological Studies and Educational Sciences (Negareh Institute of Higher Education). (7-50), 487- 493. (In Persian).
Forsberg, A., Guitard, D., Adams, E.J. Pattanakul, D. & Cowan, N. (2023). Working Memory Constrains Long-Term Memory in Children and Adults: Memory of Objects and Bindings. Journal of Intelligence, 11, 94. https://doi.org/10.3390/jintelligence.11050094.
Gibbons, A. & Warne, Russell, T. (2019). First publication of subtests in the Stanford-Binet 5, WAIS-IV, WISC-V, and WPPSI-IV. journal of Intelligence, 75, 9–18.
Hale, J. B. & Fiorello, C. A. (2004). School neuropsychology: A practitioner’shandbook. NewYork: Guilford Press.
Hale, J. B., Naglieri, J., 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, 6-14.
Holdnack, J.A., Prifitera, A., Weiss, L.G. & Saklofske, D. H. (2016). WISC-V Assessment and Interpretation, Elsevier Inc.
Jager, B., Jansen, M. & Reezigt, G. (2005). The Development of Metacognition in Primary School Learning Environments.
School Effectiveness and School Improvement, 16(2), 179-196.
https://doi.org/10.1080/09243450500114181.
Janabadi, H. & Razavi, S. (2013). Investigating the relationship between self-efficacy and emotional intelligence on the academic success of control students. Journal of educational psychology studies, (17), 51-64. (In Persian).
Kamkari, K. & Shokarzadeh, S. (2013) Diagnostic validity of the fourth version of the Wechsler IQ scale for children with learning disabilities. Psychometrics Quarterly, 2(8). (In Persian).
Karami, A., Karami, R. & Alipur, A. (2020). The investigation of psychometric properties of fifth version of Wechsler Children's Intelligence. Quarterly of Educational Measurement Allameh Tabataba’i University, 11(41). (In Persian). https://doi.org/10.22054/jem.2021.51727.2036. (In Persian).
Kieffer, M. J. & Christodoulou, J. A. (2020). Automaticity and control: How do executive functions and reading fluency interact in predicting reading comprehension? Reading Research Quarterly, 55(1), 147-166. [DOI:10.1002/rrq.289]
Lace
, J.,
Merz, Z. C.,
Kennedy, E.E.
Seitz, D.J.,
Austin, T.A.,
Ferguson, B.J.
& Mohrland, M.D. (2022). Examination of five- and four-subtest short form IQ estimations for the Wechsler Intelligence Scale for Children-Fifth edition (WISC-V) in a mixed clinical sample.
Appl Neuropsychol Child, 11(1), 50-61.doi10.1080/21622965.2020.1747021.
Lerner, Z. (1997). Learning disabilities, theory, diagnosis and teaching strategies. translation of Esmat Danesh, (1400). Second edition, Tehran: Shahid Beheshti University Publishing and Publishing Center. (In Persian)..
Miller, D. C. & Jones, A. M. (2016). Interpreting the WISC–V from Dan Miller’s Integrated School Neuropsychological/Cattell- Horn-Carroll Model. In A. S. Kaufman, S. E. Raiford, D. L. Coalson (Eds.). Intelligence testing with the WISC-V (pp.459-492). Hoboken, NJ: Wiley.
Mojahedi, Z., Akhwan Tafti, M., Kia Manesh, A.R. & Khademi, M. (2013). The ability to predict the combination of multiple intelligences, Wechsler and emotional intelligence for the educational process of first year high school students. Research in the educational system, 8. (In Persian).
Moores, W.A. Caridad, H., Unzueta, D., Vazquez, D. & Bijlsma, E. (2008). Discrepancy dinosaurs and the evolution of Specific LearningDisability assessment. Journal of the neurological sciences, 399, 140-143. [DOI:10.1016/j.jns.2019.02.020]
Mrazik, M., Naidu, D., Borza, C., Kobitowich, T. & Shergill, S. (2019). King Devick computerized neurocognitive test scores in professional football players with learning and attentional disabilities. Journal of the neurological sciences, 399, 140-143. [DOI:10.1016/j.jns.2019.02.020]
Pauls, F., Daseking, M. & Petermann, F. (2020). Measurement invariance across gender on the second-order five-factor model of the German Wechsler Intelligence Scale for Children–Fifth edition.
Journal of Assessment, 27(8), 1836-1852.
https://doi.org/10.1177/1073191119847762.
Pourghaz, A., Mohammadi, A. & Dosti, M. (2011). The effect of academic self-efficacy and cognitive fatigue on solving students' cognitive problems. Educational psychology studies, (15), 67- 86 9. (In Persian).
Reynolds, M.R. & Keith, T. Z. (2017). Multi-group and hierarchical confirmatory factor analysis of the Wechsler Intelligence Scale for Children—Fifth Edition: What does it measure?. Journal of Intelligence, 36, 36-55.
Richerson, L. P., Watkins, M. W., & Beaujean, A. A. (2014). Longitudinal Invariance of the Wechsler Intelligence Scale for Children˚ Fourth Editionin a Referral Sample. Journal of Psychoeducational Assessment,0734282914538802.
Sadeghi, A., Zainali, S., Foroughi, Z. (2019). The Effect of Cognitive Skills Training on the Performance and Cognitive Abilities of Children with Learning Disabilities. Journal of Learning Disabilities, 8(2), 38-57. doi: 10.22098/jld.2019.756. In Persian.
Sahebgharan Fard, M., Narimani, M. & Nokhostin Goldoost, A. (2023). [Comparing the Effectiveness of the Model Based on Progress Motivation and Social Skills Training on Academic Self-efficacy in Students with Learning Disabilities (Persian)]. Journal of Learning Disabilities, 12 (3), 81-91. https://doi.org/10.22098/jld.2023.12901.2095. (In Persian)
Sheikh ol-Eslami, A. & Seid Esmaili Qomi, N. (2021). The effectiveness of teaching optimistic skills on the academic boredom of students with poor academic performance. Journal of educational psychology studies, 18(43), 1-16. (In Persian)
Shiri Aminlou, M., Sharifi Daramadi, P. & Khalatbari, J. Diagnostic validity of the fifth version of Wechsler IQ scales for children with learning disabilities in Tehran. Quarterly of Educational Measurement Allameh Tabataba’i University (in print).
Soltani, M., Narimani, M. & Mousazadeh, T. (2023). [Effectiveness of Teaching Self-regulation Strategies on Social Adaptation and Visual-Motor Coordination of Students with Learning Disabilities (Persian)].
Journal of Learning Disabilities, 12 (2), 34-45.
https://doi.org/10.22098/jld.2023.12017.2055. (In Persian).
Song, J., MacQuarrie, S. & Hennessey, A. (2023). Working memory training: mechanisms, challenges and implications for the classroom. The University of Manchester, Manchester, United Kingdom Educ. 8, 1198315. doi: 10.3389/feduc.2023.1198315.
Watkins, M.W., Wilson, S.M., Kotz, K.M., Carbon, M.C. & Babul, T. (2006). Factor structure of the Wechsler Intelligence Scale for Children-Fourth Edition among referred students. Educational and Psychological Measurement, 66(6), 975-983.
Watkins, M.W., Canivez, G.L., Dombrowski, S.C., McGill, R.J., Alison E. Pritchard, A.E., Holingue, C.B. & Jacobson, L.A., (2021). Long-term stability of Wechsler Intelligence Scale for Children–fifth edition scores in a clinical sample. Applied Neuropsychology: Child, 10.1080/21622965.2021.1875827, (1-7).
Watkins, M.W., Dombrowskib, S.C. & Canivez, G.L. (2018). Reliability and factorial validity of the Canadian Wechsler Intelligence Scale for Children–Fifth Edition. Journal of school & educational Psychology, 6, 252-265
Wechsler, D. (2014). Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V), Administration and Scoring Manual, Pearson Publisher.
Wechsler, D. & Kaplan, E. (2015). Wechsler Intelligence Scale for Children fifth edition-integrated, Technical and Interpretive Manual. NCS Pearson
Weiss, L., G., Beal, A. L., Saklofske, D.H, Alloway, T. P. & Prifitera, A., (2008), Interpretation and intervention with the WISC-IV in the clinical assessment context, In A. Prifitera, D. H. Saklofske, & L. G. Weiss (Eds.), WISC-IV clinical assessment and intervention (pp.3-66), San Dieo, CA: Academic Press.
Zhang, S., Liu, J., Wang, J., Xia, X., Zhang, L., Liu, L. & Jiang, T. (2019). Developing and validating the learning disabilities screening scale in Chinese elementary schools. International Journal of Educational Research, 96, 91-99. [DOI:10.1016/j.ijer.2019.06.006].
Zhong, S., Wang, Y., Lai, S., Liu, T., Liao, X., Chen, G. & Jia, Y. (2018). Associations between executive function impairment and biochemical abnormalities in bipolar disorder with suicidal ideation. Journal of Affective Disorders, 241, 282-290. [DOI:10.1016/j.jad.2018.08.031].