مقایسه تأثیر روش های چند حسی فرنالد و اورتون-گیلینگهام در بهبود مهارت خواندن دانش‌آموزان نارساخوان‌

انجمن روان­پزشکی آمریکا. (2013). راهنمای تشخیصی و آماری اختلال­های روانی DSM5. ترجمه فرزین رضاعی؛ علی فخرایی؛ آتوسا فرمند؛ علی نیلوفری؛ ژانت هاشمی آذر و فرهاد شاملو (1393). تهران: ارجمند.

جناآبادی، حسین (1386). مقایسه اثربخشی روش­های بازپروری کپارت، فرنالد و سینا در درمان نارسایی‌های ویژه یادگیری (خواندن و دیکته) دانش­آموزان پایه سوم ابتدایی، رساله دکتری روان‌شناسی. دانشگاه علامه طباطبایی.

زینی وند، مریم. (1387). مقایسه اثربخشی روش­های چند­حسی فرنالد و اورتون بر عملکرد خواندن دانش‌آموزان نارساخوان پسر پایه سوم ابتدایی شهر اصفهان، پایان نامه کارشناسی ارشد. دانشگاه اصفهان.

شفیعی، بیژن؛ توکل، سمیرا؛ علی نیا، لیلا؛ مراثی، محمد رضا؛ صداقتی، لیلا و فروغی، رقیه. (1387). طراحی و ساخت آزمون غربالگری تشخیص اختلال در خواندن در پایه­های اول تا پنجم دانش­آموزان مقطع ابتدایی در شهر اصفهان. مجله علوم پزشکی دانشگاه تهران، 17(2)، 60-53.

شولتز، دوان پی و شولتز، سیدنی الن. (1996). تاریخ روان شناسی نوین. ترجمه علی اکبر سیف؛ حسن پاشا شریفی؛ خدیجه علی آبادی و جعفر نجفی زند (1390). تهران: دوران.

صالحی، آزاده و سلیمانی، مهران. (1391). مقایسه میزان اثربخشی دو روش فرنالد و سینا بر عملکرد خواندن کودکان دو زبانه دارای اختلالات خواندن پایه دوم و سوم دبستان شهرستان ارومیه در سال تحصیلی 90-89. مجله مطالعات ناتوانی، 2(2)، 18-8.

کاکاوند، علیرضا. (1389). ناتوانی‌های یادگیری. کرج: سرافراز.

کرک، ساموئل و چالفانت، جیمز. (1984). اختلالات یادگیری تحولی و تحصیلی. ترجمه سیمین رونقی؛ زینت خانجانی و مهین وثوقی (1377). تهران: سازمان آموزش و پرورش استثنائی.

نادری حاضری، رقیه. (1385). بررسی کارایی شیوه فرنالد در ترمیم اختلال نارساخوانی دانش­آموزان پایه سوم ابتدایی شهر تبریز در سال تحصیلی 85-84، پایان نامه کارشناسی ارشد. دانشگاه تبریز.

هالاهان، دانیل پی  و کافمن، جیمز ام. (1944). کودکان استثنائی (زمینه تعلیم و تربیت ویژه). ترجمه فرهاد ماهر (1371). تهران: رشد.

Ashbaugh, A. (2016). Multi-Sensory techniques in spelling instruction: An action research study for students with dyslexia, Master's Thesis.Otterbein University.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. Translated by Rezaee, F., Fakhraee, A., Farmand, A., Niloufari, A., Hashemi Azar, J., & Shamloo, F. (2013). Tehran: Arjmand. (Persian).

Badian, N. A. (1999). Reading disability defined as a discrepancy between listening and reading comprehension: a longitudinal study of stability, gender differences, and prevalence. Journal of  Learning  Disabilities, 32(2), 138-148.

Bonacina, S., Cancer, A., Lanzi, P. L., Lorusso, M. L., & Antonietti, A. (2015). Improving reading skills in students with dyslexia: The efficacy of a sublexical training with rhythmic background. Frontiers In Psychology, 6(1510), 1-8.

Davis, J. B. (2011). The effects of an Orton-Gillingham-based reading intervention on students with emotional/behavior disorders, Ph.D Thesis. The University of Toledo.

Fisher, E. A. (2016). Outcome of implementing multisensory instruction with second grade students who struggle with reading, Ph.D Theses. Rowan University.

Franceschini, S., Bertoni, S., Ronconi, L., Molteni, M., Gori, S., & Fcoetti, A. (2015). Shall we play a game? Improving reading through action video games in developmental dyslexia. Current Developmental Disorders Reports, 2(4), 318-329.

Fraga Gonzalez, G., Zaric, G., Tijms, J., Bonte, M., Blomert, L., & Molen, M. W. (2015). A randomized controlled trial on the beneficial effects of training letter-speech sound integration on reading fluency in children with dyslexia. Plos One, 10(12), 1-24.

Gillingham, A., & Stillman, B. (2000). The Gillingham Manual: Remedial training for students with specific disability in reading, spelling and penmanship (8th ed.). Cambridge, MA:Educators Publishing Service, Inc.

Gillingham, A., &  Stillman, B. W. (1997). The Gillingham manual. Remedial training for students with specific disability in reading, spelling, and penmanship. Cambridge,MA: Educators Publishing Service, Inc.

Giess, S. (2005). Effectiveness of a multisensory, Orton-Gillingham influenced approach to reading intervention for high school students with reading disability, Ph.D Thesis. University of Florida.

Gori, S., & Facoetti, A. (2014). Perceptual learning as a possible new approach for remediation and prevention of development dyslexia. Vision Research, 99(1), 78-87.

Hallahan, D. P., & Kauffman, J. M. (1944). Exceptional children: introduction to special education. Translated by Maher, F. (1992). Tehran: Roshd. (Persian).

Henry, M. (1998). Structured, sequential, multisensory teaching: The Orton legacy. Journal of Annals of Dyslexia, 48, 754-771.

Henry, M., & Hook, P. (2006). Multisensory instruction: then and now. Perspectives, 31(3), 38-41.

Heim, S., Pape-Neumann, J., Ermingen-Marbach, M., Brinkhaus, M., & Grande, M. (2015). Shared vs. specific brain activation changes in dyslexia after training of phonology, attention, or reading. Brain Structure & Function, 220(4), 2191-2207.

Jasmin, J., & Connolly, M. (2015). The use of multisensory approaches during center time, through visual, auditory, and kinesthetic-tactile activities, to enhance spelling accuracy of second grade students. Journal of Education & Social Policy, 2(1), 12-19.

Jenaabadi, H. (2007). The comparison of the effectiveness of rehabilitation Kepart, Fernald and Sina methods in the treatment of learning disorders (reading and dictation) third-grade students, Ph.D Thesis. Allameh Tabatabaei University. (Persian).

Jeyasekaran, J. M. (2015). Effectiveness of visual auditory kinesthetic tactile technique on reading level among children with dyslexia at Helikx open school and Learning Center, Salem. International Journal of Medical Science and Public Health, 4(3), 315-318.

Kakavand, A. R. (2005). Learning disabilities. Karaj: Sarafraz. (Persian).

Kast, M., Baschera, G., Gross, M., Jancke, L., & Meyer, M. (2011). Computer-based learning of spelling skills in children with and without dyslexia. Annals of Dyslexia, 61(2), 177-200.

Kirk, S. A., & Chalfant, J. C. (1984). Academic and development learning disabilities. Translated by Ronaghi, S., Khanjani, Z., & Vosugh Rahbari, M. (1998). Tehran: Exceptional Education Organization. (Persian).

Kopp-Duller, A. (2012). Legasthenie-Training nach der AFS-Method (4^th ed). Klagenfurt, Austria: Verlag.

Law, C., & Cupples, L. (2015). Thinking outside the boxes: Using current reading models to assess and treat developmental surface dyslexia. Neuropsychological Rehabilitation, 18, 1-47.

Lehman, S., & Murray, M. M. (2005). The role of multisensory memories in unisensory object discrimination. Brain Research. Cognitive Brain Research, 24(2), 326-334.

Mc Arthur, G., Castles, A., Kohnen, S., Larsen, L., Jones, K., Anandakumar, T., & Banales, E. (2015). Sight word and phonics training in children with dyslexia. Journal of Learning Disabilities, 48(4), 391-407.

Naderi Hazeri, R. (2006). Fernald method efficiency in repairing dyslexia of Tabriz third grade students in the academic year 84-85, Master's Thesis. Tabriz University. (Persian).

Ose, S. (2016). The effect of multisensory instruction on letter identification of kindergarten students, Master's Thesis. Goucher University.

Ramus, F., Marshall, C. R., Rosen, S. & Lely, H. (2013). Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional Model. Journal of Neurology, 136(2), 630-645.

Salehi, A., & Soleymani, M. (2012). Effectiveness of Fernald and Sina methods on the reading performance of bilingual children with reading disorders. Journal of Disability studies, 2(2), 8-18. (Persian).

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. Adiol, 17(2), 53-60. (Persian).

Schultz, D. P., & Schultz, S. E. (1996). A history of modern psychology. Translated by Seif, A. A., Sharifi, H. P., Ali Abadi, KH., & Najafi Zand, J. (2010). Tehran: Doran. (Persian).

Valdois, S., Peyrin, C., Lassus-Sangosse, D., Lallier, M., Demonet, J. F., & Kandel, S.  (2014). Research report: Dyslexia in a French-Spanish bilingual girl: Behavioral and neural modulations following a visual attention span intervention. Cortex, 53, 120-145.

Vickery, K. S., Reynolds, V. A., & Cochran, S. W. (1987). Multisensory teaching approach for reading, spelling and handwriting, Orton-Gillingham based curriculum, in a public school setting. Annals of Dyslexia, 37(1), 189-200.

Wang, Z., Cheng-Lai, A., Song, Y., Cutting, L., Jiang, Y., Lin, O., & Zhou, X. (2014). A perceptual learning deficit in chinese developmental dyslexia as revealed by visual texture discrimination training. Dyslexia, 20(3), 280-296.

Winters, C. A. (1996). Adult learning and multisensory teaching. Journal of Support for Learning, 14, 126-137.

World Health Organization. (2008). International statistical classification of diseases and related health problems-Tenth revision (2^nd edn). Geneva: World Health Organization.

Zeinivand, M. (2008). The comparison of the effectiveness of multisensory Fernald and Orton methods on reading performance in the third grade dyslexia students in Isfahan, Master's Thesis. Isfahan University. (Persian).