Referencias

American Psychiatric Association. (2013). Diagnostic and statistical manualformentaldisorders(5thed.). https://doi.org/10.1176/appi. books.9780890425596

American Educational Research Association 1999 Annual Meeting April 19–23, 1999, Montreal, Canada. (1998). Educational Researcher, 27(8), 49–56.

Baddeley, A.D., & Hitch, G.J. (1974). Working memory. In G. Bower (ed.). The psychology of learning and motivation, vol. 8, (47-90). New York.

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Benmarrakchi, F., El Kafi, J., & Elhore, A. (2017). Communication technology for users with specific learning disabilities. Procedia Computer Science, 110, 258-265.

Bouck, E., Flanagan, S., Miller, B., & Bassette, L. (2012). Rethinking everyday technology as assistive technology to meet students IEP goals. Journal of Special Education Technology, 27(4), 47-57.

British Dyslexia Association. (2023, February 12). Dyslexia Style Guide. British Dyslexia Association. https://www.bdadyslexia.org.uk/advice/employers/creating-a-dyslexia-friendly-workplace/dyslexia-friendly-style-guide

Cho, K., Lee, S., Joo, M., & Becker, B. (2018). The effects of using mobile devices on student achievement in language learning: A meta-analysis. Education Sciences, 8(105), 1-16.

Crombie, M. A. (2000). Dyslexia and the learning of a foreign language in school: Where are we going? Dyslexia, 6, 112-123.

Dawson, K., Antonenko, P., Jane, H., & Zhu, J. (2018). Assistive technologies to support students with dyslexia. Teaching Exceptional Children, 51(3), 226-239.

Department for Education Working Group. (2005, July 19). SpLD Working Group 2005/DfES Guidelines. SpLD Assessment Standards Committee https://sasc.org.uk/(S(2j2fuq45af3c3qafusymmw45))/SASCDocuments/ SpLD_Working_Group_2005-DfES_Guidelines.pdf

Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168.

Farah, R., Ionta, S., Horowitz-Kraus, T. (2021). Neuro-Behavioral Correlates of Executive Dysfunctions in Dyslexia Over Development From Childhood to Adulthood. Frontiers in Psychology, 12, 1-15. DOI: 10.3389/fpsyg.2021.708863

Farrel, M. (2006). The effective teacher’s guide to dyslexia and other specific learning difficulties: Practical strategies. Routledge.

Fletcher, J. M. (2009). Dyslexia: The evolution of a scientific concept. Journal of the International Neuropsychological Society, 15, 501-508.

Fortes, I.S., Paula, C.S., Oliveira, M.C. et al. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry, 25, 195–207.

Fuchs, D., Fuchs, L., Mathes P., Lipsey, M., Roberts, P. (2002). Is “learning disabilities” just a fancy term for low achievement? A meta-analysis of reading differences between low achievers with and without the label. In R. Bradley, L. Danielson, & D.P. Hallahan (Eds.), Identification of learning disabilities: Research to practice. The LEA series on specialeducation and disability (pp. 737–762). Erlbaum.

Gillingham, A., & Stillman, B.W. (1960). The Gillingham manual: Remedial training for children with specific disability in reading, spelling, and penmanship. Educators Publishing Service.

Goldberg, R., Higgins, E. L., Raskind, M.H., & Herman, K.L. (2003). Predictors of success in individuals with learning disabilities: A qualitative analysis of a 20-year longitudinal study. Learning Disabilities Research & Practice, 18(4), 222-236.

Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70– 105.

Griffiths, C. (2013). The strategy factor in successful language learning. Multilingual Matters.

Griffiths, C. (2015). What have we learned from good language learners? ELT Journal, 69(4), 425-433.

Griffiths, C., & Tang, Y. (2016). Strategy training for effective learning in foreign language teaching. HLTmag, 18(1).

Henriksen, D., Creely, E., & Henderson, M. (2020). Folk pedagogies for teacher educator transitions: Approaches to synchronous online learning in the wake of COVID-19.

Holec, H. (1981). Autonomy in foreign language learning. Council of Europe.

INEGI. (1994). Estadísticas de educación. http://internet.contenidos.inegi. org.mx/contenidos/productos/prod_serv/contenidos/espanol/ bvinegi/productos/historicos/380/702825002211/702825002211_2.pdf

International Dyslexia Association. (2002). Definition of dyslexia. https:// dyslexiaida.org/definition-of-dyslexia

Kormos, J. (2020). Specific learning difficulties in second language teaching and learning. Language Teaching, 53, 129-143.

Kormos, J., & Nijakoska, J. (2017). Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course. Teaching and Teacher Education, 68, 30-41.

Kormos, J., & Smith, A. (2023). Teaching languages to students with specific learning differences. Multilingual Matters.

Lefly, D. L., & Pennington, B. F. (2000). Reliability and validity of the adult reading history questionnaire. Journal of learning disabilities, 33(3), 286-296.

Lin, Y., Zhang, X., Huang, Q., Lv, L., Huang, A., Li, A., Wu, K., & Huang, Y. (2020). The prevalence of dyslexia in primary school children and their Chinese literacy assessment in Shantou, China. International Journal of Environmental Research and Public Health, 17, 1-12.

Lyon, G.R. (2002). Learning disabilities. In K.L. Freiberg (ed.). Educating exceptional children (pp. 46-62). McGraw Hill-Dushkin.

Meltzer, L. (2020). Executive function in education: From theory to practice. Guilford.

Meniado, J. C. (2023). Digital language teaching 3.0: Technologies, trends, and competencies. RELC Journal, 1-3. DOI: 10.1177/00336882231160610

Mogasale, V. V., Patil, V. D., Patil, N. M., & Mogasale, V. M. (2012). Prevalence of specific learning disabilities among primary school children in a South Indian city. Indian J Pediatr, 79(3), 342-347.

Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Multilingual Matters.

Norton, B. (2013). Identity and language learning: Extending the conversation. Multilingual Matters.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle.

Oxford, R. L. (2011). Teaching and researching language learning strategies (1st ed.). Pearson Longman.

Oxford, R. L. (2017). Teaching and Researching Language Learning Strategies: Self- Regulation in Context (2nd ed.) [eBook edition]. Routledge.

Panadero, E, & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning. Anales de Psicología, 30(2).

Perez, S. (2010). El papel de la tutoría en la formación integral del universitario. Tiempo de educar, 11(21), 31-56.

Quick, N. (2011). Using iPads to improve academic gains for students with

disabilities. Journal of Adolescent and Adult Literacy, 54, 569-578.

Reid, G. (2011). Dyslexia (3rd ed.). Continuum.

Rivas Rivas, L. (2019). Specific learning differences: Empowering learners with strong, dominant identities. In Dzay, F., & Borges, J.L. (Coord.) Estudios en lenguas modernas y originarias: Docencia, investigación, traducción, (pp.43-59). Universidad de Quintana Roo.

Russel, V., & Murphy-Judy, K. (2021). Teaching language online: A guide for designing, developing, and delivering online, blended, and flipped language courses. Routledge.

Santiago García, R. (2011). La importancia del tutor en el ejercicio de la tutoría en instituciones de educación superior. Atenas, 3(17), 72-82.

Schneider, E., & Crombie, M. (2003). Dyslexia and foreign language teaching. David Fulton Publishers.

Schneider, E., & Ganschow, L. (2000). Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language. Dyslexia, 6, 72-82.

Shaywitz, S., & Shaywitz, J. (2020). Overcoming dislexia (2nd ed.). Vintage Books.

Smythe, I. (2011). Dyslexia. British Journal of Hospital Medicine, 72(1), 39-43.

Sparks, R. (1991). Use of an Orton-Gillingham approach to teach a foreign language to dyslexic/learning disabled students: Explicit teaching of phonology in a second language. Annals of Dyslexia, 41, 96-118.

Ullman, M. T. (2004). Contributions of memory circuits to language: The declarative/procedural model. Cognition, 92, 231-270.

Wee, R., & Abdullah, S. (2023). Executive functioning, study skills, and dyslexia: Examining the effectiveness of an online programme for upper secondary and post-secondary students. Asia Pacific Journal of Developmental Differences, 10(1), 65-97. DOI: 10.3850/S2345734123000336

Westwood, P. (2004). Learning and learning difficulties: A handbook for teachers. ACER Press.

Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415– 438.

Wolf, L. E., Thierfeld, J., & Kukiela, R. (2009). Students with Asperger’s Syndrome: A guide for college personnel. AAPC Publishing.

Yañez-Tellez, G. (2016). Neuropsicología de los trastornos del neurodesarrollo: Diagnostico, evaluación e intervención. Manual Moderno.

Zhou, Y., & Wei, M. (2018). Strategies in technology enhanced language learning. Studies in Second Language Learning and Teaching, 8(2), 471-495.

Zimmerman, B.J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33(2/3), 73- 86.