1. Alipor A., Baradara, M., & Imanifar, H. R. (2015). The comparison of children with hyperactivity/attention-deficit disorder, learning disabilities, and normal children based on the WISC components. Journal of Learning Disabilities, 4(3), 121-127. [Persian]

2. Adubasim, I. (2018). Improving working memory and processing speed of students with dyslexia in Nigeria. Journal of Education and Entrepreneurship. 5(2), 103-124. [DOI:10.26762/jee.2018.40000017]

3. Afrooz, G. A., Kamkari, K., Shokrzadeh, S., & Hellat, A. (2013). Wechsler Intelligence Scale guide for running, scoring, and interpreting WISC-IV. Tehran, Iran: Alam Ostadan Publications. [Persian]

4. Akhavan Tafti, M. (2019). Dyslexia: Disabled or differently abled? In E. Witruk & D. S. Utami (Eds.), Studies in Educational and Rehabilitation Psychology (pp. 175-187). Berlin, Germany: Peter Lang.

5. Alfons, V. C., & Flanagan, D. (2018). Essentials of specific learning disability identification. Hoboken, NJ: John Wiley and Sons, Inc.

6. Asiaee, F., Yamini, M., & Mahdian, H. (2018). The effectiveness of a perceptual skill reconstruction program on working memory, perceptual reasoning, and mathematical performance of students with dyscalculia. Quarterly of Psychology of Exceptional Individuals, 8(30), 133-154. [Persian]

7. Baddeley, A. (2012). Working memory: Theories, models, and controversies. Annual Review of Psychology, 10(63), 1-29. doi: 10.1146/annurev-psych-120710-100422 [DOI:10.1146/annurev-psych-120710-100422] [PMID]

8. Christo, C., & Ponzuric, J. (2017). CASP position paper: Specific learning disabilities and patterns of strengths and weaknesses. Contemporary School Psychology, 21(1), 7-9. [DOI:10.1007/s40688-016-0099-5]

9. Davis, R. D. (2010). The gift of dyslexia: Why some of the smartest people can't read . . . and how they can learn. New York: Penguin Group.

10. De Clercq-Quaegebeur, M., Casalis, S., Lemaitre, M. P., Bourgois, B., Getto, M., & Vallée, L. (2010). Neuropsychological profile on the WISC-IV of French children with dyslexia. Journal of Learning Disabilities, 43(6), 563-574.‏ doi: 10.1177/0022219410375000 [DOI:10.1177/0022219410375000] [PMID]

11. Oberauer, K., & Lin, H.-Yan. (2017). Interference model of visual working memory. Psychological Review, 124(1), 21. [DOI:10.1037/rev0000044] [PMID]

12. Eide, B., & Eide, F. (2006). The mislabeled child: How understanding your child's unique learning style can open the door to success. New York: Hyperion.

13. Everatt, J., Weeks, S., & Brooks, P. (2008). Profiles of strengths and weaknesses in dyslexia and other learning difficulties. Dyslexia, 14(1), 16-41. doi: 10.1002/dys.342 [DOI:10.1002/dys.342] [PMID]

14. Foy, J. G., & Mann, V. A. (2013). Executive function and early reading skills. Reading and Writing, 26(3), 453-72. [DOI:10.1007/s11145-012-9376-5]

15. Geschwind, N., & Galaburda, A. M. (1985). Cerebral lateralization: Biological mechanisms, associations, and pathology. Archives of Neurology, 42(6), 521-552. doi: 10.1001/archneur.1985.04060050026008 [DOI:10.1001/archneur.1985.04060050026008] [PMID]

16. Harris, Y. R. (2017). The complexities in conceptualizing neurodiversity. Physics of Life Reviews, 20, 115-118. doi:10.1016/j.plrev.2017.01.020 [DOI:10.1016/j.plrev.2017.01.020] [PMID]

17. Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 12(4), 9-15. doi: 10.1111/j.1467-7687.2009.00848.x [DOI:10.1111/j.1467-7687.2009.00848.x] [PMID]

18. Honeybourne, A. (2018). The neurodiverse classroom: A practical guide to happiness in children and teens on the autism spectrum, a positive psychology approach. London, England: Jessica Kingsley Publishers.

19. Jeffries, S., & Everatt, J. (2008). Working memory: Its role in dyslexia and other specific learning difficulties. Dyslexia, 10(3), 196-214. doi: 10.1002/dys.278 [DOI:10.1002/dys.278] [PMID]

20. Kapp, S. K., Gillespie-Lynch, K., Sherman, L. E., & Hutman, T. (2013). Deficit, difference, or both? Autism and neurodiversity. Developmental Psychology, 49(1), 59-71. doi: 10.1037/a0028353 [DOI:10.1037/a0028353] [PMID]

21. Lecerf, T., Bovet-Boone, F., Peiffer, E., Kieng, S., & Geistlich, S. (2016). WISC-IV GAI and CPI profiles in healthy children and children with learning disabilities. European Review of Applied Psychology, 66(3), 101-107. doi: org/10.1016/j.erap.2016.04.001 [DOI:10.1016/j.erap.2016.04.001]

22. Manshaei, G., Asli Azad, M., Faramarzi, S., Karimi Jozestani, L, Arefi, M., & Farhadi, T. (2014). Comparison of the IQ of children with attention deficit hyperactivity disorder and children with learning disabilities with normal children. Journal of Nursing for Children and Infants, 1(2), 61-73. [Persian]

23. Mohammadzadeh, A., & Qamrani, A. (2017). Introducing a model of strengths and weaknesses to identify children with specific learning disabilities. Exceptional Education Journal, 17(1), 58-65. [Persian]

24. McInnes, A., Humphries, T., Hogg-Johnson, S., & Tannock, R. (2003). Listening comprehension and working memory are impaired in attention-deficit hyperactivity disorder irrespective of language impairment. Journal of Abnormal Child Psychology, 31(4), 427-443. [DOI:10.1023/A:1023895602957] [PMID]

25. Parhoon, K., Alizadeh, H., Hasanabadi, H., & Dastjerdi Kazemi, M. (2019). Cognitive distinction of students with specific learning disorder versus students with learning problem: The roles of working memory, processing speed and problem-solving. Advances in Cognitive Sciences, 21(3), 18-30. [Persian] [DOI:10.30699/icss.21.3.18]

26. Phipps, L., & Beaujean, A. A. (2016). Review of the pattern of strengths and weaknesses approach in specific learning disability identification. Research and Practice in the Schools, 4(1), 18-28.

27. Poletti, M. (2016). WISC-IV intellectual profiles in Italian children with specific learning disorders and related impairments in reading, written expression and mathematics. Journal of Learning Disabilities, 49(3), 320-335. [DOI:10.1177/0022219414555416] [PMID]

28. Rentenbach, B., Prislovsky, L., & Gabriel, L. (2017). Valuing differences: Neurodiversity in the classroom. Phi Delta Kappa, 98(8), 59-63. doi:10.1177/0031721717708297 [DOI:10.1177/0031721717708297]

29. Schultz, E. K., Simpson, C. G., & Lynch, S. (2012). Specific learning disability identification: What constitutes a pattern of strengths and weaknesses? Learning Disabilities, 18(2), 574-582.

30. Semrud-Clikeman, M. (2005). Neuropsychological aspects for evaluating disabilities. Journal of Learning Disabilities, 38(6), 563-568. doi: 10.1177/15257401050260040601 [DOI:10.1177/15257401050260040601]

31. Smith-Spark J. H., Henry, L. A., Messer, D. J., Edvardsdottir, E., and Ziecik, A. P. (2016). Executive functions in adults with developmental dyslexia. Research in Developmental Disabilities, 53, 323-341. [DOI:10.1016/j.ridd.2016.03.001] [PMID]

32. Swain, J., French, S., & Cameron, C. (2003). Controversial issues in a disabling society. New York, NY: Open University Press.

33. Swanson, H. L., & Berninger, V. W. (1996). Individual differences in children working memory and writing skill. Journal of Experimental Child Psychology, 8(4), 358-385. doi: org/10.1006/jecp.1996.0054 [DOI:10.1006/jecp.1996.0054] [PMID]

34. Swanson, H. L, & Jerman, O. (2006). Math disabilities: A selective meta-analysis of the literature. Review of Educational Research, 76(2), 249-251. doi:org/10.3102/00346543076002249 [DOI:10.3102/00346543076002249]

35. Taddei, S., Contena, B., Caria, M., Venturini, E., & Venditti, F. (2011). Evaluation of children with attention deficit hyperactivity disorder and specific learning disability on the WISC and Cognitive Assessment System (CAS). Procedia-Social and Behavioral Sciences, 29(2011), 574-582.‏ doi: org/10.1016/j.sbspro.2011.11.278 [DOI:10.1016/j.sbspro.2011.11.278]

36. Taroyan, N. A., Nicolson, R. I., & Fawcett, A. J. (2007). Behavioral and neurophysiological correlates of dyslexia in the continuous performance task. Clinical Neurophysiology, 118(4), 845-855. doi:10.1016/j.clinph.2006.11.273 [DOI:10.1016/j.clinph.2006.11.273] [PMID]

37. Toffalini, E., Giofrè, D., & Cornoldi, C. (2017). Strengths and weaknesses in the intellectual profile of different subtypes of specific learning disorder: A study on 1,049 diagnosed children. Clinical Psychological Science, 5(2), 402-409. doi: ‏ org/10.1177/2167702616672038 [DOI:10.1177/2167702616672038]

38. von Károlyi, C., Winner, E., Gray, W., & Sherman, G. F. (2003). Dyslexia linked to talent: Global visual-spatial ability. Brain and Language, 85(3), 427-43. doi: org/10.1016/S0093-934X (03)00052-X. [DOI:10.1016/S0093-934X(03)00052-X] [PMID]

39. West, T. (1997). In the mind's eye: Visual thinkers, gifted people with dyslexia and other learning difficulties, computer images, and the ironies of creativity. Amherst, NY: Prometheus.