بختیاری اسفندقه، فروغ؛ مولوی، حسین؛ و ملک پور، مختار. (1381). «تأثیر شیوه آموزش به خود دستور دادن بر عملکرد حل مسئله ریاضی و میزان توجه دانش‌آموزان دختر تکانشی». تازه‌های علوم شناختی، 4(1)، 47-37.
پارسونز، ر؛ هینسون، اس. ال؛ و ساردو-براون، د. (2000). روانشناسی تربیتی: تحقیق، تدریس، یادگیری. اسدزاده، حسن؛ اسکندری، حسین (1388) تهران: عابد.
رضایی، علی‌اکبر. (1385). تأثیر ارزشیابی توصیفی بر ویژگی‌های شناختی، عاطفی و روانی-حرکتی دانش‌آموزان پایه سوم ابتدایی شهر تهران در سال تحصیلی 85-1384. رساله دکتری. دانشگاه علامه طباطبایی تهران.
شیخ‌الاسلامی، راضیه. (1384). ارائهمدلیبراییادگیریخودتنظیمیزبانانگلیسی )رسالهدکتری(. دانشکده روانشناسی و علوم تربیتی دانشگاه شیراز.
صفری، یحیی و مرزوقی، رحمت‌الله. (1388). «بررسی مقایسهای ابعاد آگاهیهای فراشناختی دانش‌آموزان دوره راهنمایی تحصیلی». فصلنامه نوآوریهای آموزشی، 42(11)، 134-119.
کاظمی، حمید؛ کشاورزیان، فهیمه؛ و قربانی، مریم. (1390). «بررسی ارتباط بین حالات فراشناختی و حل مسئله با بهزیستی روانی در دانش‌آموزان شهر اصفهان». نخستینهمایشملییافتههایعلومشناختیدرتعلیمو تربیت. دانشگاه فردوسی مشهد، 756-742.
کشاورزی، فاطمه. (1394). اثربخشیآموزش مهارت‌های خودآموزی بر آگاهی فراشناختی و مشکلات دستخط دانش‌آموزان پسر با نارسانویسی. پایاننامه کارشناسی ارشد، دانشکده روانشناسی و علوم تربیتی، دانشگاه شیراز.
کیادربندسری، غلامرضا. (1379). بررسی تأثیر تلفیق دو روش فراشناختی خودآموزی و تدریس دوجانبه بر مهارت در خواندن دانش‌آموزان نارسانویس. پایاننامه کارشناسی ارشد روانشناسی کودکان استثنایی، دانشگاه آزاد اسلامی واحد تهران مرکزی.
مرادی، علی‌رضا؛ هاشمی، تورج؛ فرزاد، ولی‌الله؛ کرامتی، هادی؛ بیرامی، منصور و کاووسیان، جواد. (1387). «مقایسه اثربخشی آموزش خودتنظیمی رفتار توجهی، خودتنظیمی رفتار انگیزشی، خودتعلیمی کلامی بر عملکرد ریاضی و خودکارآمدی تحصیلی کودکان مبتلا به اختلال نقص توجه همراه با بیشفعالی». فصلنامه پژوهش در سلامت روانشناختی، 2(1)، 15-5.
موسوی، فاطمه. (1391). «مقایسه اثربخشی آموزش خصوصی همتایان و خودآموزی شناختی بر پیشرفت، اضطراب و نگرش به درس ریاضی». مجلهمطالعاتآموزشویادگیری، 4(2)، 156-137.
ورکمن، ا؛ و کاتز، آ. ام.(1995). آموزش خودکنترلی رفتار به دانش‌آموزان. ترجمه الهه محمد اسماعیل (1379)، تهران: پژوهشکده کودکان استثنایی.
Adi-Japha, E.; Landau, Y. E.; Frenkel, L.; Teicher, M.; Gross-Tsur, V. and Shalev, R. S. (2007). “ADHD and dysgraphia: underlying mechanisms”. Cortex, 43(6), 700-709.
American Psychiatric Association (2013).Diagnostic and Statistical Manual of MentalDisorders. DSM-V. Washington, DC: AmericanPsychiatricPublishing.
Berninger, V. W. (2004). Understanding the “graphia” in developmental dysgraphia. In D. Dewey & D. E. Tupper (Eds.), Developmental motor disorders: A neuropsychological perspective (pp. 328–350). New York: Guilford Press.
Biggs, J.B. and Moore, P.J. (1993). The Process of Learning. Englewood Cliffs NJ: Prentice Hall.
Bowers, T. G.; DeMulder, J.; Struck, D. M. Bedard, B. (2003). “Expressive writing disorders: An analysis of theoretical views”. Perceptual and motor skills, 96(2), 528-538.
Boyer, B. (2015). Designing for learner metacognition and academic inquiry: An investigation of the stripling inquiry model. Ph.D Dissertation, Capella University.
Cambourne, B. and Turbill, J. (1987). Coping with chaos. Portsmouth, NH: Heinemann.
Coutinho, S. A. (2007). “The Relationship between Goals, Metacognition, and Academic Success”. Education, 7(1), 39-47.
Coutinho, S. A. (2008). “Self-efficacy, metacognition, and performance”. North American Journal of Psychology, 10(1), 165-172.
Daud, D. and Hafsari, I, A. (2015). “The Contribution of Critical Thinking Skills and Metacognitive Awareness on Students’ Learning: Teaching Biology at Senior High School”. Modern Applied Science, 9 (12), 143-157.
Dennis, J. L. and Swinth, Y. (2001). “Pencil grasp and children’s handwriting legibility during different length writing tasks”. The American Journal of Occupational Therapy, 55, 171-183.
Gilmore, I.; Cuskelly, M. and Hayes, A. (2003). “Self-regulatory behaviors in children with Down syndrome and typically developing children measured using the Goodman Lock Box”. Research in Developmental Disabilities, 24, 95-108.
Giordano, D. and Maiorana, F. (2015). A Mobile Web Game Approach for Improving Dysgraphia. In Proceedings of the 7th International Conference on Computer Supported Education (CSEDU-2015), pages 328-333. In CSEDU (1) (pp. 328-333).
Glover, J. A. and Bruning, R. H. )1990(. Educational psychology. Boston: Little, Brown.
Hacker, D. J.; Dunlosky, J. and Graesser, A. C. (1998). Metacognition in educational theory and practice. New York, NY: Routledge.
Hawke, J. L.; Olson, R. K.; Willcut, E. G.; Wadsworth, S. J. and DeFries, J. C. (2009). “Gender ratios for reading difficulties”. Dyslexia, 15(3), 239-242.
Hong-Nam, K.; Leavell, A. G. and Maher, S. (2014). “The Relationships among Reported Strategy Use, Metacognitive Awareness, and Reading Achievement of High School Students”. Reading Psychology, 35(8), 762-790.
Hooper, S. R.; Swartz, C. W.; Wakely, M. B.; De Kruif, R. E. and Montgomery, J. W. (2002). “Executive functions in elementary school children with and without problems in written expression”. Journal of Learning Disabilities, 35(1), 57-68.
Jacobs, G. M. (2004). “A Classroom Investigation of the Growth of Metacognitive Awareness in Kindergarten Children through the Writing Process”. Early Childhood Education Journal, 32, 17-23.
Jones, D. and Christensen, C. A. (1999). “Relationship between automaticity in handwriting and students' ability to generate written text”. Journal of educational psychology, 91(1), 44-53.
Jongmans, M. J.; Linthorst-Bakker, E.; Westenberg, Y.; Smits-Engelsman, B. C.M. (2003). “Use of a task-oriented self-instruction method to support children in primary school with poor handwriting quality and speed”. Human Movement Science, 22, 549-566.
Katusic, S. K.; Colligan, R. C.; Weaver, A. L. and Barbaresi, W. J. (2009). “The forgotten learning disability: epidemiology of written-language disorder in a population-based birth cohort (1976–1982), Rochester, Minnesota”. Pediatrics, 123(5), 1306-1313.
Kilic-Cakmak, E. (2010). “Learning strategies and motivational factors predicting information literacy self-efficacy of e-learners”. Australasian Journal of Educational Technology, 26(2), 192-208.
Lyon, G. R. (1996). “Learning disabilities”. The Future of Children, 6(1), 54-76.
Maftoon, P.; Birjandi, P. and Farahian, M. (2014). “Investigating Iranian EFL learners’ writing metacognitive awareness”. International Journal of Research Studies in Education, 3(5), 37-51.
Meichenbaum, D. (1977). Cognitive-behavior modification: An integrative approach. New York: Plenum Press.
Meichenbaum, D. and Goodman, J. (1971). “Training impulsive children to talk to themselves: A means of developing self-control”. Journal of Abnormal Psychology, 77, 115-126.
Miltenberger, R. G. (2012). Behavior modification: Principles and procedures. Pacific Grove, CA: Wadsworth.
Molfese, V.; Molfese, D.; Molnar, A. and Beswick, J. (2006). Developmental dyslexia and dysgraphia. In K. Brown (editor-in-chief) Encyclopedia of Language and Linguistics, Second Edition. Elsevier, Oxford. Pp 485-491.
Moll, K.; Fussenegger, B.; Willburger, E.and Landerl, K. (2009). “RAN is not a measure of orthographic processing. Evidence from the asymmetric German orthography”. Scientific Studies of Reading, 13(1), 1-25.
Negretti, R. (2012). “Metacognition in student academic writing: A longitudinal study of metacognitive awareness and its relation to task perception, self-regulation and evaluation of performance”. Written Communication, 29(2), 142-179.
Olson, C. B. (1992). Thinking/writing: Fostering critical thinking. New York: HarperCollins.
Onofri, E.; Mercuri, M.; Salesi, M.; Ricciardi, M. R.; Archer, T. and Ricci, S. (2014). “Cognitive Performance Deficits and Dysgraphia in Alzheimer s Disease Patients”. Journal of Neurology & Neurophysiology, 5(5), 1-12.
Panaoura, A. and Philippou, G. (2005). “The measurement of young pupils’ metacognitive ability in mathematics: The case of self- representation and self-evaluation. Sant Feliu de Guı ´xols: CERME 4. http://cerme4.crm.es/Papers%20definitius/2/panaoura. philippou. pdf. Accessed 7 Sept 2006.
Reid, G. (2011). Overlapping difficulties: Dispyraxia and dysgraphia. In G. Reid, Dyslexia: A Complete Guide for Parents and Those Who Help Them, Second Edition (pp. 105-120). Chichester: John Wiley & Sons, Ltd.
Rosenblum, S.; Weiss, P. L. and Parush, S. (2004). “Handwriting evaluation for developmental dysgraphia: Process versus product”. Reading and writing, 17(5), 433-458.
Rostami, A.; Allahverdi, F. and Mousavi, F. (2014). “Dysgraphia: The Causes and Solutions”. International Journal of Academic Research in Business and Social Sciences, 4(2), 69-90.
Sengul, S. and Katranci, Y. (2015). “Meta-cognitive Aspects of Solving Indefinite Integral Problems”. Procedia - Social and Behavioral Sciences, 197, 622-629.
Sperling, R. A.; Walls, R. T. and Hill, L. A. (2000). “Early relationships among self-regulatory constructs: Theory of mind and preschool children’s problem solving”. Child Study Journal, 30, 233-252.
Stein, J. (2014). “Dyslexia: the role of vision and visual attention”. Current developmental disorders reports, 1(4), 267-280.
Swanson, H. L. and Berninger, V. W. (1996). “Individual differences in children's working memory and writing skill”. Journal of experimental child psychology, 63(2), 358-385.
Torrance, M. and Galbraith, D. (2006). The processing demands of writing. In C. MacAuthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research, New York: Guilford Press.
Tseng, M. H. and Chow, S. M. K. (2000). “Perceptual-motor function of school-age children with slow handwriting speed”. American Journal of Occupational Therapy, 54, 83-88.
Tseng, M. H. and Hsueh, I. P. (1997). “Performance of school-age children on a Chinese handwriting speed test”. Occupational Therapy International, 4, 294-303.
Wang, J. R. and Chen, S.F. (2014). “Exploring Mediating Effect of Metacognitive Awareness on Comprehension of Science Texts Through Structural Equation Modeling Analysis”. Journal of Research in Science Teaching, 51(2), 175-191.
Wang. X. (2015). “Effect of Meta-cognitive Strategy Training on Chinese EFL Learners’ Reading Competence”. International Journal of English Linguistics, 5, 159-169.
Westwood, P. (2008). What teachers need to know about learning difficulties. Camberwell, Vic.: ACER Press, Camberwell, Vic.: ACER Press.
)