Brooks, A. D., Berninger, V. W., & Abbott, R. D. (2011). Letter naming and letter writing reversals in children with dyslexia: momentary inefficiency in the phonological and orthographic loops of working memory. Dev Neuropsychol, 36(7), 847- 68.
Borella, E., Carretti, B., Sciore, R., Capotosto, E., & Taconnat, L. (2017). Training working memory in older adults: Is there an advantage of using strategies? Psychology and Aging, 32, 178- 191.
Collins, A., Koechlin, E., & Reasoning, L. (2012), learning, and creativity: frontal lobe function and human decision making. PLoS Biology, 10, e1001293.
Dahlin, K. I. E. (2011). Effects of working memory training on reading in children with special needs. Reading and Writing. 24, 479–491.
Dalmau, M., Balcells- Balcells, A., Gine, C., Casas, O., Canadas, M. Yolanda, S., Farre, V, & Calaf N. (2017). How to implement the family- centered model in early intervention, 33, 641- 651.
Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135- 168.
Farghaly, W., Ahmed, M., El- Tallawy, H., Elmestikawy, T., Badry, R., Farghaly, M., & Omar, M. (2019). Construction of an Arabic computerized battery for cognitive rehabilitation of children with specific learning disabilities. Neuropsychiatric Disease and Treatment, 14, 2123–2131.
Gather cole, S. E., Alloway, T. P., Kirkwood, H. J., Elliot, J. G., Holmes, J., & Hilton, K. A. (2008). Attentional and executive function behaviors of children with poor working memory. Learning & individual differences, 18, 214- 223.
Gooch, D., Snowling, M., & Hulme, C. (2013) Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms. J Child Psychol Psychiatry, 52(2), 195- 203.
Groome D. (2014). An Introduction to Cognitive Psychology. 3th Edition, Psychology Press, New York.
Karbach, J., & Unger, K. (2014). Executive Control Training from Middle Childhood toAdolescence. Frontiers in Psychology, 5, 1- 14.
Lima, R. F., Salgado Azoni, C. A., & Ciasca, S. M. (2013). Attentional and Executive Deficits in Brazilian Children with Developmental Dyslexia. Psychology, 4, 1- 6.
Melby- Lervåg, M., Lyste, r S. A. H., & Hulme, C. (2012). Phonological Skills and Their Role in Learning to Read: A Meta- Analytic Review. Psychological Bulletin, 138, 322–352.
Madrigal, R. (2008). Hot vs cold cognitions and consumers reactions to sport in gevent outcomes. Journal of Consumer Psychology, 18 (4), 304- 19.
Pumaccahua, T., Wong, E. & Wiest, D. J. (2017). Effects of Computerized Cognitive Training on Working Memory in a School Setting. International Journal of Learning, Teaching and Educational Research, 16(3), 88- 104,
Roebers, C. M. (2017). Executive function and meta- cognition: Towards a unifying framework of cognitive self- regulation. Developmental review, 45, 31- 51.
Tollander, H. (2011). The Integrated Visual and Auditory Continuous Performance Test: Dose the Comprehention Scale Discriminate ADHD?
Tonnessen, F. E., & Uppstad, P. H. (2015). Can we read letters? Reflections on fundamental issues in reading and dyslexia research. Rotterdam: Sense
Watson, S. M. R., Gable, R. A., & Morin, L. L. (2016). The role of executive functionsin classroom instruction of students with learning disabilities. Int J SchCog Psychol, 3, 167.