منابع فارسی
باعزت، فرشته، نادری، حبیب‌اله، ایزدی‌فر، راضیه (1389). «تأثیر آموزش آگاهی واجشناسی بر کاهش خطاهای املایی دانشآموزان دارای اختلال نوشتن»، علوم رفتاری، 6(1): 60-55
دانای‌طوس، مریم(1384). اثرات شفافیت وتیرگی خط فارسی بر مهارت زبانی خواندن کودکان طبیعی و نارساخوان رشدی فارسی زبان» رسالۀ دکتری زبان‌شناسی، دانشگاه تهران
دستجردی کاظمی، مهدی؛ سلیمانی، زهرا (1385). «آگاهی واجشناختی چیست؟» ، پژوهش در حیطه کودکان استثنایی، 6(4): 954-931
سلیمانی، زهرا، امیر آرامی، محمودی بختیاری، بهروز؛ جلایی، شهره (1387). «ارتباط آگاهی واجشناختی و نمره دیکته دانشآموزان فارسی زبان دوم ابتدایی». تازه‌های علوم شناختی، 10(1): 28-21
قوامی لاهیج، سارا؛ دانای‌طوس، مریم؛ تحریری، عبدالرضا؛ ربیع، علی (1397). «سطوح مختلف آگاهی واجشناختی و رابطه آنها با درک متن نوشتاری نوجوانان: شواهدی از دانشآموزان پایۀ دهم متوسطه»، نوآوری‌های آموزشی، 17(67):122-95
References
Alibali, M. W., & DiRusso, A. (1999). “The function of gesture in learning to count: more than keeping track”. Cognitive Development,14(1): 37–56.
Andin, J., Fransson, P., Rönnberg, J., Rudner, M., 2015. “Phonology and arithmetic in the language-calculation network”. Brain Lang. 143: 97–105.
Baezta, Fereshte, Habib Elah Naderi and Razia Izadi Far (2010). “The effect of phonological awareness training on reducing spelling errors of students with writing disorders, Journal of Behavioral Sciences, 6(1): 55-60
Booth, J.R., Burman, D.D., Meyer, J.R., Gitelman, D.R., Parrish, T.B., Mesulam, M. (2004). “Development of brain mechanisms for processing orthographic and phonologic representations”. J. Cogn. Neurosci. 16: 1234–1249.
Brennan, F. & Ireson, J. (1997). “Training Phonological Awareness: A Study to Evaluate the Effects of a Program of Metalinguistic Games in Kindergarten”, Reading and Writing: an Interdisciplinary Journal, 9: 241-263
Bull, R. & Johnston, R. S. (1997). “Children’s arithmetical difficulties: Contributions from processing speed, item identification, and short-term memory”. Journal Experimental Child Psychology, 65: 1–24
Danai Tous, M. (2004). “The effects of transparency and opacity of Persian script on the language reading skills of normal and developmentally dyslexic Persian-speaking children (unpublished doctoral dissertation)”. University of Tehran. [In Persian]
Dastjerdi Kazemi, M. & Soleimani, Z. (2005). “What is phonological awareness?”, Research in the field of stenotic children, sixth year, 4: 931-954. [In Persian]
De Smedt, B., Holloway, I.D., Ansari, D.) 2010(. “Effects of problem size and arithmetic operation on brain activation during calculation in children with varying levels of arithmetical fluency”. Neuroimage, 57: 771–781.
De Smedt, B.; Taylor, J.; Archibald, L. & Ansari, D. (2010). “How is Phonological Processing Related to Individual Differences in Children’s Arithmetic Skills?”, Developmental Science, 13(3): 508–520.
Evans, T.M., Flowers, D.L., Napoliello, E.M., Olulade, O.A., & Eden, G.F., (2014). “The functional anatomy of single-digit arithmetic in children with developmental dyslexia”. Neuroimage 101: 644–652.
Kurti, A. & Warmington, M. (2021). “The relationship between mathematical abilities and phonological awareness skills in Greek students: a cross-sectional study in 1st graders”, Developmental & Adolescent Health, vol.1issue, 3:11-31
Goswami, U.& Bryant, P. (1990).” Phonological Skills and the use of Orthographic Literacy Development in Children with Expressive Phonological Impairments”, Journal of Speech and Hearing Research, 38: 446-462.
Jordan, Julie A., Judith Wylie and Gerry Mulhern (2015). “Mathematics and Reading Difficulty Subtypes: Minor Phonological Influences on Mathematics for 5–7-years-old”, Developmental Psychology, 6.
Jordan, J. A., Judith, W. & Gerry M. (2010). “Phonological Awareness and Mathematical Difficulty: A Longitudinal Perspective”. British Journal of Developmental Psychology, 28: 89–107.
Kamhi, A. & Hinton, L.N. (2000). “Explaining Individual Differences in Spelling Ability”. Top Lang Disord, 20: 37-49.
Krajesi K, & Schneider, W. (2009). “Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study”. J Exp Child Psychol; 103(4): 516-31
Kuzmina, Y.; Ivanova, A. & Kaiky, D. (2019). “The Effect of Phonological Processing on Mathematics Performance in Elementary School Varies for Boys and Girls: Fixed Effects Longitudinal Analysis”. British Educational Research Journal, 45(3): 640–661.
Passolunghi, M. C., Vercelloni, B., & Schadee, H. (2007). “The precursors of mathematics learning: Working memory, phonological ability, and numerical competence”.Cognitive Development,22(2): 165–184.
Qavami Lahij, Sara, Maryam Danai Tous, Abdolreza Tahriri and Ali Rabi (2018). “Different levels of phonological awareness and their relationship with teenagers' understanding of written texts: Evidence from tenth-grade high school students”, Educational Innovation, 17(67): 95-122. [In Persian]
Schuele, C. M., & Boudreau, D. (2008). ‘Phonological Awareness Intervention: Beyond the Basics’. Language, Speech, and Hearing Services in Schools, 39(1): 3-20.
Simmons, Fiona R. and Chris Singleton (2007). “Do Weak Phonological Representations Impact on Arithmetic Development? A Review of Research into Arithmetic and Dyslexia”. Dyslexia, 14: 77–94.
Soleimani, Z., Arami, A., Mahmoudi Bakhtiari, B. & Jalaei S. (2008). “The relationship between phonological awareness and dictation score of Persian second language students”. Cognitive Science News, 10(1): 21-28. [In Persian]
Prado, J., Mutreja, R., Booth, J.R. (2014). “Developmental dissociation in the neural responses to simple multiplication and subtraction problems”. Dev. Sci. 17: 537–552.
Torgesen, J. K. (2000). “A Basic Guide to Phonological Awareness Training on the Reading Ability of Mental Retarded Girls”. Adv Cogn Sci,2(26): 22-28.
Vukovic, Rose, K. & Lesaux, Nonie, K. (2013). “The Relationship between Linguistic Skills and Arithmetic Knowledge”. Learning and Individual Differences, 23: 87–91.
Wray, D. (1994). Literacy and Awareness. London: Hodder & Stoughton.
)