Dababneh, K. A., & Al-Zboon, E. K. (2020). Using assistive technologies in the curriculum of children with specific learning disabilities served in inclusion settings: teachers’ beliefs and professionalism. Disability and Rehabilitation: Assistive Technology, 0(0), 1–11.
Widodo, A. (2020). Analisis Penggunaan Media Gambar Berseri untuk Meningkatkan Kemampuan Membaca Siswa Disleksia di Sekolah Dasar. MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman, 11(1).
Al Otaiba, S., & Fuchs, D. (2002). Increasing the intensity of intervention: a model for reading intervention. Reading & Writing Quarterly, 18(3), 325-348.
Coyne, M. D., Kame'enui, E. J., & Simmons, D. C. (2001). Effective strategies for teaching children with reading difficulties. The Reading Teacher, 54(2), 142-154.
McMaster, K. L., & Fuchs, D. (2007). The role of assessment in the intervention process: A case for using progress monitoring. Educational Psychologist, 42(4), 227-236.
Snow, C. E., & Matthews, A. (2016). Reading and language in the early years. In Handbook of Early Literacy Research (Vol. 3, pp. 213-225). Guilford Press.
Sénéchal, M., & Lefevre, J. A. (2002). Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development, 73(2), 445-460.
Supena, A., & Munajah, R. (2021). Analisis kesulitan belajar membaca anak berkebutuhan khusus di sekolah dasar. Jurnal basicedu, 5(1), 10-18.
Nurfadhillah, S., Septiarini, A. A., Mitami, M., & Pratiwi, D. I. (2022). Analisis Kesulitan Belajar Siswa Berkebutuhan Khusus Slow Learner di Sekolah Dasar Negeri Cipete 4. ALSYS, 2(6), 646-660.
Alnahdi, G. H. (2019). The impact of assistive technology on the academic performance of students with disabilities: A review of the literature. International Journal of Special Education, 34(1), 1-10.
McIntosh, K., & Goodman, S. (2016). The role of school mental health in supporting students with learning disabilities. Journal of Learning Disabilities, 49(1), 1-10.
