بشرپور، س. عطادخت، ا. سیلمانی، ا. عیسی‌زادگان، ع (1392). مقایسه میزان کنترل توجه و حواس‌پرتی در دانش‌آموزان با و بدون ناتوانی‌های یادگیری. فصلنامه افراد استثنایی، 3 (12)، 184- 220.
بشرپور، س. عیسی‌زادگان، ع. احمدیان، ل (1391). نارسایی‌های پردازش اطلاعات حسی در کودکان مبتلا به ناتوانی‌های یادگیری. ناتوانی‌های یادگیری، 2(1)، 25-42.
بنیچ، م. تی. کامپتون، ربه کا (2011). علوم اعصاب‌شناختی، ویرایش سوم. ترجمه سجاد بشرپور و علی عیسی‌زادگان (1396). اردبیل: انتشارات دانشگاه محقق اردبیلی.
شفیعی، م. بشرپور، س. حیدری‌راد، ح (1397). مقایسه کنترل هدفمند و اضطراب اجتماعی در دانش‌آموزان ناشنوا و عادی. مجله رویش روان‌شناسی، 7(6)، 219-232.
علی‌پور، ا. امینی، ف (1396). مقایسه اثربخشی توان‌بخشی شناختی رایانه‌ای بر کارکردهای توجه در دانش‌آموزان اختلال یادگیری نارساخوانی چپ‌دست و راست‌دست. فصلنامه کودکان استثنایی، 7(3)، 84 -73.
غلامی، م. نجفی فرد، ط. عباسی، س. یوسفی، ص (1396). رویکرد آدلر - درایکورس به اختلال خواندن. نشریه تعلیم و تربیت استثنایی، 5(148)، 21-26.
فصیحی، آ (1396). مقایسه کنترل هدفمند و خودکارآمدی مربوط به تحصیل در دانش‌آموزان با و بدون اختلال یادگیری خاص. همایش پژوهش‌های نوین ایران و جهان در روان‌شناسی، علوم تربیتی و مطالعات اجتماعی. شیراز.
کاویان‌پور، ف. ملک‌پور م. عابدی، ا (1392). اثربخشی آموزش کارکردهای اجرایی (بازداری پاسخ) بر میزان تکانش‌گری کودکان پیش‌دبستانی دارای اختلال هماهنگی رشد: پژوهش موردی. مجله توان‌بخشی، ۱۴ (۱)، ۷۰-۸۰.
رید، ج. بایارد، ک. فاین، ه (2015). توان‌بخشی عصب روان‌شناختی کودکان: مبانی نظری و راهنمای عملی. ترجمه حسین زارع، علی اکبر شریفی و شکوفه موسوی (1397). تهران: انتشارات آییژ.
Allan, N. P., Hume, L. E., Allan, D. M., Farrington, A. L., & Lonigan, C. J. (2014). Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis. Developmental Psychology, 50(10), 2368-2379.
Anya, S. E. (2004). Seasonal variation in the risk and causes of maternal death in the Gambia: malaria appears to be an important factor. The American Journal of Tropical Medicine and Hygiene, 70(5), 510-513.
Aretouli, E., & Brandt, J. (2010). Everyday functioning in mild cognitive impairment and its relationship with executive cognition. International Journal of Geriatric Psychiatry, 25,224–33.
American Psychiatry Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®): American Psychiatric Pub
Constantinidis, C., & Klingberg, T. (2016). The neuroscience of working memory capacity and training. Nature Reviews: Neuroscience Advance online publication.
Dalen, L., Sonuga-Barke, E. J., Hall, M., & Remington, B. (2004). Inhibitory deficits, delay aversion and preschool AD/HD: implications for the dual pathway model. Neural Plasticity, 11(1-2), 1-11.
Derryberry, D., & Rothbart, M. K. (1988). Arousal, affect, and attention as components of temperament. Journal of Personality and Social Psychology, 55(6), 958
Eisenberg, N., & Zhou, Q. (2016). Conceptions of executive function and regulation: When and to what degree do they overlap? In J. A. Griffin, P. McCardle, & L. S. Freund (Eds.), Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research (pp. 115-136). Washington, DC, US: American Psychological Association.
Eisenberg, N., Sadovsky, A., Spinrad, T. L., Fabes, R. A., Losoya, S. H., Valiente, C., Shepard, S. A. (2005). The relations of problem behavior status to children's negative emotionality, effortful control, and impulsivity: concurrent relations and prediction of change. Developmental Psychology, 41(1), 193-211.
Eisenberg, N., Valiente, C., Spinrad, T. L., Cumberland, A., Liew, J., Reiser, M. & Losoya, S. H. (2009). Longitudinal relations of children’s effortful control, impulsivity, and negative emotionality to their externalizing, internalizing, and co-occurring behavior problems. Developmental Psychology, 45(4), 988-1008.
Fasihi, A. (2017). Comparison of purposeful control and educational self-efficacy in students with and without specific learning disorder. The conference of Modern Iran and World Research in Psychology, Educational Sciences and Social Studies. Shiraz. (Persian)
Geiger, G., Lettvin, J. Y., & Fahle, M. (1994). Dyslexic children learn a new visual strategy for reading: A controlled experiment. Vision Research, 34(9), 1223-1233 .
Goldstein, S. and Naglieri, J. A. (2014). Handbook of Executive Functioning. Springer, New York: Heidelberg Dordrecht London.
Heidari, T, Amiri, S, Molavi, H. (2012). The Effectiveness of Disk Disk Correction Method on Disk Children's Reading Performance. Journal of Applied Psychology. 2 (22) 41-58. (Persian)
Heim, S., Grande, M., Meffert, E., Eickhoff, S. B., Schreiber, H., Kukolja, J., Amunts, K. (2010). Cognitive levels of performance account for hemispheric lateralisation effects in dyslexic and normally reading children. Neuroimage, 53(4), 1346-1358.
Hocking, D. R., Fritsche, S., Farhat, H., Atkinson, A., Bendak, H., Menant, J. (2020). Working memory is a core executive function supporting dual-task locomotor performance across childhood and adolescence. Journal of Experimental Child Psychology, 197, 1048- 1069.
Jeffries, S., & Everatt, J. (2004). Working memory: Its role in dyslexia and other specific learning difficulties. Dyslexia, 10(3), 196-214.
Korkman, M., Kemp, S. L., & Kirk, U. (2001). Effects of age on neurocognitive measures of children ages 5 to 12: A cross-sectional study on 800 children from the United States. Developmental Neuropsychology, 20(1), 331-354.
Landerl, K., Fussenegger, B., Moll, K., & Willburger, E. (2012). Dyslexia and dyscalculia: Two learning disorders with three different cognitive profiles. Journal of Experimental Child Psychology, 4(3), 234-244.
Liang, C.W. (2018). Attentional control deficits in social anxiety: Investigating inhibition and shifting functions using a mixed antisaccade paradigm. Journal of Behavior Therapy and Experimental Psychiatry, 60, 46-52.
Mayer, R. E., Parong, J., & Bainbridge, K. (2019). Young adults learning executive function skills by playing focused video games. Cognitive Development, 49, 43-50.
Meltzer, L. (2018). Executive function in education: From theory to practice. Guilford Publications.
Michel, E., Roethlisberger, M., Neuenschwander, R., & Roebers, C.M. (2011). Development of cognitive skills in children with motor coordination impairments at 12-month follow–up. Child Neuropsychology, 17(2), 151–72
Moll, K., Kunze, S., Neuhoff, N., Bruder, J., & Schulte-Körne, G. (2014). Specific learning disorder: prevalence and gender differences. Ploseone, 9(7), 103537.
Parong, J., Mayer, R. E., Fiorella, L., MacNamara, A., Homer, B. D., & Plass, J. L. (2017). Learning executive function skills by playing focused video games. Contemporary Educational Psychology, 51, 141-151.
Piek, J.P., Dyck, M.J., Nieman, A., Anderson, M., Hay, D., Smith, L.M. (2004). The relationship between motor coordination, executive functioning and attention in school aged children. Archives of Clinical Neuropsychology. 19(8), 1063–1076.
Purpura, D. J., Logan, J. A., Hassinger-Das, B., & Napoli, A. R. (2017). Why do early mathematics skills predict later reading? The role of mathematical language. Developmental Psychology, 53(9), 1633- 1642.
Richards, G. P., Samuels, S. J., Turnure, J. E., & Ysseldyke, J. E. (1990). Sustained and selective attention in children with learning disabilities. Journal of Learning Disabilities, 23(2), 129-136 .
Riter, A., Tucha, O. & Lange, K. W. (2005). Executive functions in children with dyslexia. Journal of Neuropsychologia, 40 (12), 44-55.
Rothbart, M. K., Bates, J. E., Damon, W., & Lerner, R. (2006). Handbook of child psychology. Social, Emotional, and Personality Development, 6, 99-166.
Rothbart, M. K., Ellis, L. K., & Posner, M. I. (2011). Temperament and self-regulation. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 441-460). New York, NY, US: Guilford Press.
Schmitt, S. A., Geldhof, G. J., Purpura, D. J., Duncan, R., & McClelland, M. M. (2017). Examining the relations between executive function, math, and literacy during the transition to kindergarten: A multi-analytic approach. Journal of Educational Psychology, 109(8), 1120 – 1140.
Seif Naraghi, M., Naderi, E. (2011). Special Learning Disabilities. Tehran: Macial. (Persian).
Shafiei, M., Basharpoor, S., & Heidarirad, H. (2018). Compare effortfull control and social anxiety in deaf and normal students. Rooyesh-e- Ravanshenasi Journal, 7(6), 219-232. (Persian).
Shalev, R. S., & Gross-Tsur, V. (2001). Developmental Dyscalculia. Pediatric neuropsychology, 25(4), 337-342.
Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological Psychiatry, 57(11), 1301-1309.
Sterr, A. M. (2004). Attention performance in young adults with learning disabilities. Learning and Individual Differences, 14, 125–133.
Stoet, G., Markey, H., & López, B. (2007). Dyslexia and attentional shifting. Neuroscience letters, 427(1), 61-65.
Swanson, L. H., & Jerman, O. (2007). The influence of working memory on reading growth in subgroups of children with reading disabilities. Journal of Experimental Child Psychology, 96(4), 249-283.
Valera, E., &Seidman, L.J. (2006). Neurobiology of attention deficit/ hyperactivity disorder in preschoolers. Infants and Young Children, 19(2), 94-108.
Véronneau, M.-H., Hiatt Racer, K., Fosco, G. M., & Dishion, T. J. (2014). The contribution of adolescent effortful control to early adult educational attainment. Journal of Educational Psychology,106(3), 730- 743.
Zhou, Q., Chen, S. H., & Main, A. (2012). Commonalities and differences in the research on children’s effortful control and executive function: A call for an integrated model of self‐regulation. Child Development Perspectives, 6(2), 112-121.
Zhou, Q., Main, A., & Wang, Y. (2010). The relations of temperamental effortful control and anger/frustration to Chinese children's academic achievement and social adjustment: A longitudinal study. Journal of Educational Psychology, 102(1), 180- 196.
)