Abayasekara, A., & Arunatilake, N. (2018). School-level resource allocation and education outcomes in Sri Lanka. International Journal of Educational Development, 61, 127–141. https://doi.org/10.1016/j.ijedudev.2017.12.010 

Abu-Rabia, S. (2021). Syntax Functions and Reading Comprehension in Arabic Orthography. Reading Psychology, 42(7), 700–729. https://doi.org/10.1080/02702711.2021.1912866 

Adlof, S. M., & Hogan, T. P. (2018). Understanding Dyslexia in the Context of Developmental Language Disorders. Language, Speech, and Hearing Services in Schools, 49(4), 762–773. https://doi.org/10.1044/2018_lshss-dyslc-18-0049 

Ahmed, Y., Miciak, J., Taylor, W. P., & Francis, D. J. (2021). Structure Altering Effects of a Multicomponent Reading Intervention: An Application of the Direct and Inferential Mediation (DIME) Model of Reading Comprehension in Upper Elementary Grades. Journal of Learning Disabilities, 002221942199590. https://doi.org/10.1177/0022219421995904 

Akyol, H., & Ketenoglu Kayabasi, Z. E. (2018). Improving the Reading Skills of a Students with Reading Difficulties: An Action Research. TED EGITIM VE BILIM, 43(193). https://doi.org/10.15390/eb.2018.7240 

Al Janaideh, R., Gottardo, A., Tibi, S., Paradis, J., & Chen, X. (2020). The role of word reading and oral language skills in reading comprehension in Syrian refugee children. Applied Psycholinguistics, 41(6), 1283–1304. https://doi.org/10.1017/s0142716420000284 

Alawattegama, K. K. (2020). Free Education Policy and its Emerging Challenges in Sri Lanka. The European Journal of Educational Sciences, 07(01). https://doi.org/10.19044/ejes.v7no1a1 

Alja’am, J. M., Saleh, M., Massaro, D., & Eid, M. (2018). MOALEM: An Assistive Platform for Children with Difficulties in Reading and Writing Arabic. Recent Trends in Computer Applications, 251–266. https://doi.org/10.1007/978-3-319-89914-5_15 

Aljojo, N. (2020). Understanding the Sequence of Learning in Arabic Text - Saudi Arabian Dyslexics and Learning Aid Software. Educational Technology & Society, 23(2), 47–60. https://www.jstor.org/stable/26921133 

Allen, M. (2017). The Sage Encyclopaedia of Communication Research Methods. SAGE Publications, USA. 

Álvarez-Cañizo, M., Suárez-Coalla, P., & Cuetos, F. (2018). Orthographic learning in Spanish children: influence of previous semantic and phonological knowledge. Journal of Research in Reading, 42(1), 137–149. https://doi.org/10.1111/1467-9817.12254 

Amani, S. A. S., Rohayu, M. Y. D., Hanim, R. N., Rohani, M. A. P., & Andria, S. A. A. (2021). Coping with Reading Difficulty Using Socio-Affective Strategy. International Journal of Asian Social Science, 11(2), 129–136. https://doi.org/10.18488/journal.1.2021.112.129.136 

American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders, Text Revision Dsm-5-tr (5th Ed.). American Psychiatric Pub Inc. USA. 

Amirjalili, F., & Jabbari, A. A. (2018). The impact of morphological instruction on morphological awareness and reading comprehension of EFL learners. Cogent Education, 5(1). https://doi.org/10.1080/2331186x.2018.1523975 

Anderson, K., & Scanlon, D. (2020). The Development of Sight Vocabulary. The Reading Teacher, 74(3), 346–352. https://doi.org/10.1002/trtr.1953 

Anderson, P. L., & Meier-Hedde, R. (2017). Dyslexia in Adolescence: Global Perspectives (1st Ed.). Routledge. New York. 

Andresen, A., & Monsrud, M. B. (2021). Assessment of Dyslexia – Why, When, and with What? Scandinavian Journal of Educational Research, 1–13. https://doi.org/10.1080/00313831.2021.1958373 

Angelelli, P., Romano, D. L., Marinelli, C. V., Macchitella, L., & Zoccolotti, P. (2021). The Simple View of Reading in Children Acquiring a Regular Orthography (Italian): A Network Analysis Approach. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.686914 

Ardington, C., Wills, G., Pretorius, E., Mohohlwane, N., & Menendez, A. (2021). Benchmarking oral reading fluency in the early grades in Nguni languages. International Journal of Educational Development, 84, 102433. https://doi.org/10.1016/j.ijedudev.2021.102433 

Aronoff, M., & Rees-Miller, J. (2017). The Handbook of Linguistics (Blackwell Handbooks in Linguistics) (2nd Ed.). Wiley-Blackwell. New York 

Artuso, C., & Belacchi, C. (2021). Semantic memory and reading comprehension: the relationship through adulthood and aging. Aging Clinical and Experimental Research. https://doi.org/10.1007/s40520-020-01771-1 

Artuso, C., Palladino, P., & Belacchi, C. (2019). Sensitivity detection in memory recognition: interference control as index of taxonomic memory development? Memory, 28(2), 187–195. https://doi.org/10.1080/09658211.2019.1705488 

Asadi, I. A. (2017). Reading Comprehension Subgroups in Arabic: A Simple but Not a Multiplicative Model. Reading & Writing Quarterly, 34(4), 281–290. https://doi.org/10.1080/10573569.2017.1387835 

Auletto, K. C., & Sableski, M. K. (2018). Selecting a Reading Intervention Program for Struggling Readers: A Case Study of an Urban District. International Journal of Educational Reform, 27(3), 234–252. https://doi.org/10.1177/105678791802700301 

Ayroles, J., Potocki, A., Ros, C., Cerdán, R., Britt, M. A., & Rouet, J. (2021). Do you know what you are reading for? Exploring the effects of a task model enhancement on fifth graders’ purposeful reading. Journal of Research in Reading, 44(4), 837–858. https://doi.org/10.1111/1467-9817.12374 

Ball, H. L. (2019). Conducting Online Surveys. Journal of Human Lactation, 35(3), 413–417. https://doi.org/10.1177/0890334419848734 

Bart-Addison, S. (2021). A Structured Literacy Approach to Support Striving Readers in Secondary Grades: Meaningful Transactions through Morphological Awareness and Fluency Building. Kennesaw State University. https://digitalcommons.kennesaw.edu/gjl/vol44/iss1/3/ 

Bart-Addison, S., & Griffin, R. A. (2021). A Structured Literacy Approach to Support Striving Readers in Secondary Grades: Meaningful Transactions through Morphological Awareness and Fluency Building. Georgia Journal of Literacy, Vol. 44: No. 1. 

Barth, A. E., & Elleman, A. (2017). Evaluating the Impact of a Multi strategy Inference Intervention for Middle-Grade Struggling Readers. Language, Speech, and Hearing Services in Schools, 48(1), 31–41. https://doi.org/10.1044/2016_lshss-16-0041 

Bashar-Abdurrahman, & Gurbuz, M. (2020). The e.ect of the “Six-Minute Solution on eliminating the errors of the students having di.iculties in oral reading. Azerbaijan Journal of Educational Studies, 1(1), 54–92. https://doi.org/10.29228/edu.96 

Bautista, M. B. (2019). Orton-Gillingham Approach and Grade I Pupils’ Reading Ability. Journal of Physics: Conference Series, 1254(1), 012016. https://doi.org/10.1088/1742-6596/1254/1/012016 

Bean, K.M. (2021) Reading Comprehension Strategies in Autism. In: Volkmar F.R. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, Cham. https://doi.org/10.1007/978-3-319-91280-6_102414 

Bender de Sousa, L., Hübner, L. C., & Ferreira da Silva, R. B. (2020). Lexical-semantic integration by good and poor reading comprehenders. Ilha Do Desterro a Journal of English Language, Literatures in English and Cultural Studies, 73(1), 63–78. https://doi.org/10.5007/2175-8026.2020v73n1p63 

Benner, G. J., Michael, E., Ralston, N. C., & Lee, E. O. (2022). The impact of supplemental word recognition strategies on students with reading difficulties. International Journal of Instruction, 15(1) 837-856. https://doi.org/10.29333/iji.2022.15148a 

Best, W., Hughes, L., Masterson, J., Thomas, M. S. C., Howard, D., Kapikian, A., & Shobbrook, K. (2021). Understanding Differing Outcomes from Semantic and Phonological Interventions with Children with Word-Finding Difficulties: A Group and Case Series Study. Cortex, 134, 145–161. https://doi.org/10.1016/j.cortex.2020.09.030 

Bhuvaneshwari, B., & Padakannaya, P. (2013). Reading in Tamil: A More Alphabetic and Less Syllabic Akshara-Based Orthography. In Cambridge University Press eBooks (pp. 192–201). https://doi.org/10.1017/cbo9781139084642.022 

Bingel, J., Barrett, M., & Klerke, S. (2018). Predicting misreading from gaze in children with reading difficulties. Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications. https://doi.org/10.18653/v1/w18-0503 

Bintang Nadea, A. B., Jumariati, & Nasrullah. (2021). Bottom-up or Top-down Reading Strategies: Reading Strategies Used by EFL Students. Advances in Social Science, Education and Humanities Research, 587, 30–36. 

Birsh, J. R., & Carreker, S. (2018). Multisensory Teaching of Basic Language Skills Activity Book (Fourth Ed.). Brookes Publishing. USA. 

Bishara, S. (2020). Association between Phonological and Morphological Awareness and Reading Comprehension among Special-Education Children in Arab Elementary Schools. International Journal of Disability, Development and Education, 1–18. https://doi.org/10.1080/1034912x.2020.1737319 

Blachman, B. A., Tangel, D. M., Ball, E. W., & Black, R. (2019). Combining Phonological Awareness and Word Recognition Instruction. Perspectives on Language and Literacy, 19–22. https://www.DyslexiaIDA.org 

Blakemore, C. (2010). Richard Langton Gregory (1923–2010). Nature, 466(7302), 45–45. https://doi.org/10.1038/466045a 

Blume, M., & Lust, B. (2017). Research Methods in Language Acquisition. American Psychological Association. Washington. 

Bowers, J. S. (2020). Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction. Educational Psychology Review, 32(32), 681–705. https://doi.org/10.1007/s10648-019-09515-y 

Bowers, J. S., & Bowers, P. N. (2018). Progress in Reading Instruction Requires a Better Understanding of the English Spelling System. Current Directions in Psychological Science, 27(6), 407–412. https://doi.org/10.1177/0963721418773749 

Britt, M. A., Rouet, J., Durik, A., & Jean-François Rouet. (2018). Literacy Beyond Text Comprehension. Routledge. New York. 

Buckingham, J., & Castles, A. (2019). Why do some children learn to read without explicit teaching? Nomanis, 7, 18–20. https://www.multilit.com 

Buckingham, J., Wheldall, R., & Wheldall, K. (2019). Systematic and explicit phonics instruction: A scientific, evidence-based approach to teaching the alphabetic principle. In R. Cox, S. Feez & L. Beveridge (Eds.), The alphabetic principle and beyond (pp. 49-67). Newtown, NSW: Primary English Teaching Association Australia. 

Burgess, A., Witton, C., Shapiro, L., & Talcott, J. (2018). From Subtypes to Taxons: Identifying Distinctive Profiles of Reading Development in Children. In: Lachmann, T., Weis, T. (eds) Reading and Dyslexia. Literacy Studies, vol. 16. Springer, Cham. https://doi.org/10.1007/978-3-319-90805-2_11 

Cabell, S. Q., & Hwang, H. (2020). Building Content Knowledge to Boost Comprehension in the Primary Grades. Reading Research Quarterly, 55(S1). https://doi.org/10.1002/rrq.338 

Calet, N., Pérez-Morenilla, M. C., & de Los Santos-Roig, M. (2019). Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study. Child Language Teaching and Therapy, 35(1), 75–88. https://doi.org/10.1177/0265659019826252 

Capin, P., Cho, E., Miciak, J., Roberts, G., & Vaughn, S. (2021). Examining the Reading and Cognitive Profiles of Students with Significant Reading Comprehension Difficulties. Learning Disability Quarterly, 44(3), 183–196. https://doi.org/10.1177/0731948721989973 

Carrey Siu, T.-S., & Connie Ho, S.-H. (2020). A longitudinal investigation of syntactic awareness and reading comprehension in Chinese-English bilingual children. Learning and Instruction, 67, 101327. https://doi.org/10.1016/j.learninstruc.2020.101327 

Carroll, J. M., & Breadmore, H. L. (2017). Not all phonological awareness deficits are created equal: evidence from a comparison between children with Otitis Media and poor readers. Developmental Science, 21(3), e12588. https://doi.org/10.1111/desc.12588 

Cartwright, K. B., Bock, A. M., Clause, J. H., Coppage August, E. A., Saunders, H. G., & Schmidt, K. J. (2020). Near- and far-transfer effects of an executive function intervention for 2nd to 5th-grade struggling readers. Cognitive Development, 56, 100932. https://doi.org/10.1016/j.cogdev.2020.100932 

Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition from Novice to Expert. Psychological Science in the Public Interest, 19(1), 5–51. https://doi.org/10.1177/1529100618772271 

Catts, H. W. (2018). The Simple View of Reading: Advancements and False Impressions. Remedial and Special Education, 39(5), 317–323. https://doi.org/10.1177/0741932518767563 

Central Bank of Sri Lanka. (2020). Economic and Social Statistics of Sri Lanka. Statistics Department. Central Bank of Sri Lanka, Colombo, Sri Lanka. http://www.cbsl.gov.lk 

Ceylan, M. & Baydik, B. (2018). Reading skills of students who are poor readers in different text genres. Cypriot Journal of Educational Science. 13(2), 178-191. 

Cho, M.-K., & Kim, M. (2019). A Study of the Correlation between Syntactic Awareness Characteristics and Reading Comprehension for School-Aged Children with Language-Learning Disabilities in Grades 3-4. Communication Sciences & Disorders, 24(1), 31–46. https://doi.org/10.12963/csd.19576 

Christensen, B. D. (2018). From Needs Assessment to Needs Analysis. Performance Improvement, 57(7), 36–44. https://doi.org/10.1002/pfi.21785 

Ciesielska, M., Boström, K. W., & Öhlander, M. (2017). Observation Methods. Qualitative Methodologies in Organization Studies, 33–52. https://doi.org/10.1007/978-3-319-65442-3_2 

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. Routledge. New York. 

Colenbrander, D., Ricketts, J., & Breadmore, H. L. (2018). Early Identification of Dyslexia: Understanding the Issues. Language, Speech, and Hearing Services in Schools, 49(4), 817–828. https://doi.org/10.1044/2018_lshss-dyslc-18-0007 

Collins, G., Wolter, J. A., Meaux, A. B., & Alonzo, C. N. (2020). Integrating Morphological Awareness in a Multilinguistic Structured Literacy Approach to Improve Literacy in Adolescents with Reading and/or Language Disorders. Language, Speech, and Hearing Services in Schools, 51(3), 531–543. https://doi.org/10.1044/2020_lshss-19-00053 

Collins, J. L., Lee, J., Fox, J. D., & Madigan, T. P. (2017). Bringing Together Reading and Writing: An Experimental Study of Writing Intensive Reading Comprehension in Low-Performing Urban Elementary Schools. Reading Research Quarterly, 52(3), 311–332. http://www.jstor.org/stable/26622569 

Costall, A. (2017). 1966 and All That: James Gibson and Bottom-Down Theory. Ecological Psychology, 29(3), 221–230. https://doi.org/10.1080/10407413.2017.1330121 

Covarrubias, P., Jiménez, N. A., Cabrera, F., & Costall, A. (2017). The Senses Considered as Perceptual Systems: The Revolutionary Ideas of Gibson’s 1966 Book, 50 Years Later - Part 1. Ecological Psychology, 29(2), 69–71. https://doi.org/10.1080/10407413.2017.1297680 

Creswell, J. W., & Creswell, D. J. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th Ed.). SAGE Publications, Inc. California. 

D’Amato, R.C., & Pang, C.B. (2018). Reading. In: Kreutzer J.S., DeLuca J., & Caplan B. (eds) Encyclopedia of Clinical Neuropsychology. Springer, Cham. New York. https://doi.org/10.1007/978-3-319-57111-9_1479 

Dawson, N., Rastle, K., & Ricketts, J. (2021). Bridging form and meaning: support from derivational suffixes in word learning. Journal of Research in Reading, 44(1), 27–50. https://doi.org/10.1111/1467-9817.12338 

Deacon, S. H., & Kieffer, M. (2018). Understanding how syntactic awareness contributes to reading comprehension: Evidence from mediation and longitudinal models. Journal of Educational Psychology, 110(1), 72–86. https://doi.org/10.1037/edu0000198 

Deacon, S. H., Tong, X., & Mimeau, C. (2019). Morphological and Semantic Processing in Developmental Dyslexia. Developmental Dyslexia across Languages and Writing Systems, 327–349. https://doi.org/10.1017/9781108553377.015 

Deb, D., Dey, R., & Balas, V. E. (2019). Engineering Research Methodology: A Practical Insight for Researchers (Intelligent Systems Reference Library, 153) (1st ed. 2019 Ed.). Springer. Singapore. 

Denton, C. A., Montroy, J. J., Zucker, T. A., & Cannon, G. (2020). Designing an Intervention in Reading and Self-Regulation for Students with Significant Reading Difficulties, Including Dyslexia. Learning Disability Quarterly, 44(3), 170–182. https://doi.org/10.1177/0731948719899479 

Department of examination. (2021). Statistical Handbook 2017 – 2019. National Evaluation & Testing Service. Department of Examinations, Colombo. Sri Lanka. 

Derawi, H., Reinisch, E., & Gabay, Y. (2021). Increased reliance on top-down information to compensate for reduced bottom-up use of acoustic cues in dyslexia. Psychonomic Bulletin & Review, 29(1), 281–292. https://doi.org/10.3758/s13423-021-01996-9 

Dhiabat, M, & Tawalbeh, E.J. (2019). The Effect of Reinforcement on the Teaching of Reading to Children with Learning Disabilities: Literatures Review. Health Science Journal. Vol.13. No.2: 639. https://doi.org/10.21767/1791-809x.1000639 

Diamanti, V., Mouzaki, A., Ralli, A., Antoniou, F., Papaioannou, S., & Protopapas, A. (2017). Preschool Phonological and Morphological Awareness as Longitudinal Predictors of Early Reading and Spelling Development in Greek. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.02039 

Dolean, D., Melby-Lervåg, M., Tincas, I., Damsa, C., & Lervåg, A. (2019). Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty. Learning and Instruction, 63, 101218. https://doi.org/10.1016/j.learninstruc.2019.101218 

Dong, Y., Chow, B. W.Y., Wu, S. X., Zhou, J.D., & Zhao, Y. M. (2020). Enhancing Poor Readers’ Reading Comprehension Ability through Word Semantic Knowledge Training. Reading & Writing Quarterly, 1–17. https://doi.org/10.1080/10573569.2020.1820410 

Duke, N. K., & Cartwright, K. B. (2021). The Science of Reading Progresses: Communicating Advances beyond the Simple View of Reading. Reading Research Quarterly, 56(S1). https://doi.org/10.1002/rrq.411 

Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The Science of Reading Comprehension Instruction. The Reading Teacher, 74(6), 663–672. https://doi.org/10.1002/trtr.1993 

Dundar, H., Millot, B., Riboud, M., Shojo, M., Aturupane, H., Goyal, S., & Raju, D. (2017). Sri Lanka Education Sector Assessment: Achievements, Challenges, and Policy Options (Directions in Development). World Bank Publications. https://doi.org/10.1596/978-1-4648-1052-7 

Durda, T., Artelt, C., Lechner, C. M., Rammstedt, B., & Wicht, A. (2020). Proficiency level descriptors for low reading proficiency: An integrative process model. International Review of Education, 66(2–3), 211–233. https://doi.org/10.1007/s11159-020-09834-1 

Earle, F. S., & Del Tufo, S. N. (2021). Literacy-supporting skills in college students with specific reading comprehension deficit and developmental language disorder. Annals of Dyslexia. https://doi.org/10.1007/s11881-020-00211-z 

Ecalle, J., Boisson, A., Labat, H., Versace, R., & Magnan, A. (2021). Spatial sonification of letters on tablets to stimulate literacy skills and handwriting in 5 y-o children: A pilot study. Human Movement Science, 79, 102844. https://doi.org/10.1016/j.humov.2021.102844 

Edgerly, H., Wilcox, J., & Easter, J. (2018). Creating a Positive Feedback Culture: Eight Practical Principles to Improve Students’ Learning. Science Scope, 041(05). https://doi.org/10.2505/4/ss18_041_05_43 

Ehm, J.-H., Lonnemann, J., Brandenburg, J., Huschka, S. S., Hasselhorn, M., & Lervåg, A. (2019). Exploring factors underlying children’s acquisition and retrieval of sound–symbol association skills. Journal of Experimental Child Psychology, 177, 86–99. https://doi.org/10.1016/j.jecp.2018.07.006 

Ehri, L. C. (2020). The Science of Learning to Read Words: A Case for Systematic Phonics Instruction. Reading Research Quarterly, 55(S1). https://doi.org/10.1002/rrq.334 

Eisend, M., & Kuss, A. (2019). Research Methodology in Marketing: Theory Development, Empirical Approaches and Philosophy of Science Considerations (1st ed. 2019 Ed.). Springer. Switzerland. 

Elanchezhiyan, K., Karuppasamy, T., Selvi, T., Elango, S., Murugesan, S., Karthikeyan, S., & Karky, M. (2020). A Min-Max syllable compaction method for Tamil text-to-speech. International Journal of Innovative Technology and Exploring Engineering (IJITEE) 9(4). 

Elleman, A. M., & Oslund, E. L. (2019). Reading Comprehension Research: Implications for Practice and Policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3–11. https://doi.org/10.1177/2372732218816339 

Enderby, J. L., Carroll, J. M., Tarczynski-Bowles, M. L., & Breadmore, H. L. (2021). The roles of morphology, phonology, and prosody in reading and spelling multisyllabic words. Applied Psycholinguistics, 1–21. https://doi.org/10.1017/s0142716421000096 

Erbeli, F., & Joshi, R. M. (2020). Simple View of Reading among Slovenian English foreign language learners: A latent interaction modelling approach. Learning and Individual Differences, 101958. https://doi.org/10.1016/j.lindif.2020.101958 

Erskine, M. E., Munson, B., & Edwards, J. R. (2020). Relationship between early phonological processing and later phonological awareness: Evidence from nonword repetition. Applied Psycholinguistics, 1–28. https://doi.org/10.1017/s0142716419000547 

Eslick, C. J., le Roux, M., Geertsema, S., & Pottas, L. (2020). Phonological awareness and speech perception: Skills of Grade 1 English second language learners. Reading & Writing, 11(1). https://doi.org/10.4102/rw.v11i1.263 

Estremera, I. (2018). Factors Affecting the Reading Comprehension of Grade Six Pupils in the City Division of Sorsogon. Philippines as Basis for the Development of Instructional Material. Asia Pacific Journal of Education, Arts and Sciences, Vol. 5 No. 3, July 2018. 

Evans, T. R., & Dobrosielska, A. (2019). Feedback-seeking culture moderates the relationship between positive feedback and task performance. Current Psychology, 40(7), 3401–3408. https://doi.org/10.1007/s12144-019-00248-3 

Everatt, J., & Denston, A. (2020). Dyslexia: Theories, Assessment and Support. Routledge. New York. 

Fang, F. (2021). A Schema-Theoretic View of Reading Skills and Strategies in College English Reading. Journal of International Education and Development, 5(1), 107–113. https://doi.org/10.47297/wspiedwsp2516-250015.20210501 

Farkas, W. A., & Jang, B. G. (2019). Designing, Implementing, and Evaluating a School-Based Literacy Program for Adolescent Learners with Reading Difficulties: A Mixed-Methods Study. Reading & Writing Quarterly, 35(4), 305–321. https://doi.org/10.1080/10573569.2018.1541770 

Farooq, R. (2018). How to Design and Frame a Questionnaire. Advances in Standardization Research, 50–60. https://doi.org/10.4018/978-1-5225-3457-0.ch004 

Farukh, A., Shujaat Ali, S., & Shahid, M. (2020). The Role of Nonverbal IQ in Screening Batteries for Reading Deficits. Journal of Education & Social Sciences, 8(2), 33–39. https://doi.org/10.20547/jess0822008203 

Faulconer, E., Griffith, J., & Gruss, A. (2021). The impact of positive feedback on student outcomes and perceptions. Assessment & Evaluation in Higher Education, 47(2), 259–268. https://doi.org/10.1080/02602938.2021.1910140 

Fernández-Gómez, E., Martín-Salvador, A., Luque-Vara, T., Sánchez-Ojeda, M. A., Navarro-Prado, S., & Enrique-Mirón, C. (2020). Content Validation through Expert Judgement of an Instrument on the Nutritional Knowledge, Beliefs, and Habits of Pregnant Women. Nutrients, 12(4), 1136. https://doi.org/10.3390/nu12041136 

Firat, T., Bildiren, A., & Demiral, N. (2021). The change in reactions of preschool children to physical disability: a parent-Supported intervention. European Journal of Special Needs Education, 1–17. https://doi.org/10.1080/08856257.2021.2013548 

Fletcher, J. M., Lyon, R. G., Fuchs, L. S., & Barnes, M. A. (2018). Learning Disabilities, Second Edition: From Identification to Intervention (Second Ed.). The Guilford Press. 

Flynn, N., Powell, D., Stainthorp, R., & Stuart, M. (2021). Training teachers for phonics and early reading: Developing research-informed practice. Journal of Research in Reading, 44(2). https://doi.org/10.1111/1467-9817.12336 

Fogarty, M., Coyne, M. D., Simmons, L. E., Simmons, D. C., Henri, M., Kwok, O. M., Ware, S. M., Dalton, K., Williams, K. A., & Wang, H. (2020). Effects of Technology-Mediated Vocabulary Intervention for Third-Grade Students with Reading Difficulties. Journal of Research on Educational Effectiveness, 13(2), 271–297. https://doi.org/10.1080/19345747.2019.1698086 

Francese, R., Monaco, C., & Nicoletti, C. (2018). An Android application for helping in the identification of Children with Reading Difficulties. Proceedings of the 4th EAI International Conference on Smart Objects and Technologies for Social Good - Goodtechs ’18. https://doi.org/10.1145/3284869.3284915 

Francis, D. A., Caruana, N., Hudson, J. L., & McArthur, G. M. (2019). The association between poor reading and internalising problems: A systematic review and meta-analysis. Clinical Psychology Review, 67, 45–60. https://doi.org/10.1016/j.cpr.2018.09.002 

Francis, D., Hudson, J. L., Kohnen, S., Mobach, L., & McArthur, G. M. (2021). The effect of an integrated reading and anxiety intervention for poor readers with anxiety. PeerJ, 9, e10987. https://doi.org/10.7717/peerj.10987 

Franklin, D., (2018). Helping Your Child with Language-Based Learning Disabilities: Strategies to Succeed in School and Life with Dyscalculia, Dyslexia, ADHD, and Auditory Processing Disorder (1st Ed.). New Harbinger Publications. Oakland, CA.  

Franzen, L., Stark, Z., & Johnson, A. P. (2021). Individuals with dyslexia use a different visual sampling strategy to read text. Scientific Reports, 11(1), 6449. https://doi.org/10.1038/s41598-021-84945-9 

Furuta, H., & Alwis, K. A. C. (2017). Teaching Students with Special Educational Needs in an Inclusive Educational Setting in Sri Lanka: Regular Class Teacher’s View. Journal of International Cooperation in Education, 19(2), 1–18. 

Furuta, H., & Alwis, K. A. C. (2020). Inclusive Education in Sri Lanka: Factors Contributing to Good Practices. UNESCO Policy Brief. 

Galaburda, A. M. (2018). The Role of Rodent Models in Dyslexia Research: Understanding the Brain, Sex Differences, Lateralization, and Behavior. Literacy Studies, 83–102. https://doi.org/10.1007/978-3-319-90805-2_5 

Gallet, C., Viriot-Goeldel, C., & Leclercq, V. (2020). Effects of an early reading intervention based on grapho-syllabic decoding and fluency training in French elementary schools. European Review of Applied Psychology, 70(1), 100471. https://doi.org/10.1016/j.erap.2019.100471 

Galuschka, K., Görgen, R., Kalmar, J., Haberstroh, S., Schmalz, X., & Schulte-Körne, G. (2020). Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review. Educational Psychologist, 55(1), 1–20. https://doi.org/10.1080/00461520.2019.1659794 

Gangl, M., Moll, K., Banfi, C., Huber, S., Schulte-Körne, G., & Landerl, K. (2018). Reading strategies of good and poor readers of German with different spelling abilities. Journal of Experimental Child Psychology, 174, 150–169. https://doi.org/10.1016/j.jecp.2018.05.012 

Gao, W., Namaziandost, E., & Abdulaal, M. A. A.-D. (2021). Visual-Syntactic Text Formatting: Developing EFL Learners’ Reading Fluency Components. Journal of Psycholinguistic Research. https://doi.org/10.1007/s10936-021-09823-x 

Garcia, R. B., Tomaino, A., & Cornoldi, C. (2019). Cross-modal working memory binding and learning of visual-phonological associations in children with reading difficulties. Child Neuropsychology, 25(8), 1063–1083. https://doi.org/10.1080/09297049.2019.1572729 

Geetha, V. (2012). Literacy and reading. Contemporary Education Dialogue/Education Dialogue, 9(1), 63–84. https://doi.org/10.1177/097318491100900104 

Gellman, M. D. (2020). Encyclopedia of Behavioral Medicine (2nd ed. 2020 Ed.). Springer. New York. 

George, N., Hemadharshini, S., Malaidevan, E., Britto, R., & George, M. (2020). Dyslexia: Literacy among school teachers in Perambalur, Tamil Nadu, India. International Journal of Medicine and Health Development, 25(2), 101. https://doi.org/10.4103/ijmh.ijmh_16_20 

Georgiou, G. K., Savage, R., Dunn, K., Bowers, P., & Parrila, R. (2020). Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.12325 

Georgiou, G. K., Torppa, M., Landerl, K., Desrochers, A., Manolitsis, G., de Jong, P. F., & Parrila, R. (2019). Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross? Child Development, 91(2). https://doi.org/10.1111/cdev.13218 

Gersten, R., Haymond, K., Newman-Gonchar, R., Dimino, J., & Jayanthi, M. (2020). Meta-Analysis of the Impact of Reading Interventions for Students in the Primary Grades. Journal of Research on Educational Effectiveness, 13(2), 401–427. https://doi.org/10.1080/19345747.2019.1689591 

Gillon, G. T. (2018). Phonological awareness: from research to practice. The Guilford Press, Cop. New York. 

Ginestet, E., Shadbolt, J., Tucker, R., Bosse, M., & Deacon, S. H. (2020). Orthographic learning and transfer of complex words: insights from eye tracking during reading and learning tasks. Journal of Research in Reading, 44(1), 51–69. https://doi.org/10.1111/1467-9817.12341 

Goldstein, C. E., Weijer, C., Brehaut, J. C., Fergusson, D. A., Grimshaw, J. M., Horn, A. R., & Taljaard, M. (2018). Ethical issues in pragmatic randomized controlled trials: a review of the recent literature identifies gaps in ethical argumentation. BMC Medical Ethics, 19(1). https://doi.org/10.1186/s12910-018-0253-x 

Goodwin, A., Petscher, Y., & Tock, J. (2020). Multidimensional morphological assessment for middle school students. Journal of Research in Reading, 44(1), 70–89. https://doi.org/10.1111/1467-9817.12335 

Görgen, R., De Simone, E., Schulte-Körne, G., & Moll, K. (2021). Predictors of reading and spelling skills in German: the role of morphological awareness. Journal of Research in Reading, 44(1), 210–227. https://doi.org/10.1111/1467-9817.12343 

Gouldthorp, B., Katsipis, L., & Mueller, C. (2017). An Investigation of the Role of Sequencing in Children’s Reading Comprehension. Reading Research Quarterly, 53(1), 91–106. https://doi.org/10.1002/rrq.186 

Greetham, B. (2021). How to Write Your Literature Review (Macmillan Study Skills) (1st ed. 2021 Ed.). Red Globe Press, UK. 

Grimes, P., & Cruz, A. (2021). Disability-Inclusive Education Practices in Sri Lanka, United Nations Children’s Fund Regional Office for South Asia, Kathmandu. 

Gutierrez de Blume, A. P., Katz, A., & Bass, J. (2020). Impact of literacy across content on middle school students’ reading comprehension in a rural context. Journal of Research in Reading, 44(2), 284–300. https://doi.org/10.1111/1467-9817.12334 

Gutierrez De Blume, A. P., Katz, A., & Bass, J. (2020). Impact of literacy across content on middle school students’ reading comprehension in a rural context. Journal of Research in Reading, 44(2), 284–300. https://doi.org/10.1111/1467-9817.12334 

Haase, A., & Steinbrink, C. (2022). Associations between morphological awareness and literacy skills in German primary school children: the roles of grade level, phonological processing and vocabulary. Reading and Writing. https://doi.org/10.1007/s11145-021-10247-1 

Haerazi, H., Prayati, Z., & Vikasari, R. M. (2019). Practicing Contextual Teaching and Learning (CTL) Approach to Improve Students. Reading Comprehension In Relation To Motivation. English Review: Journal of English Education, 8(1), 139. https://doi.org/10.25134/erjee.v8i1.2011 

Hak, K., & Wang, Y. Y. (2017). Reading Fluency. Encyclopedia of Clinical Neuropsychology, 1–2. https://doi.org/10.1007/978-3-319-56782-2_1481-2 

Hale, E., & Kim, J. S. (2020). Providing Platforms. The Elementary School Journal, 120(4), 555–579. https://doi.org/10.1086/708665 

Hall, C., Vaughn, S., Barnes, M. A., Stewart, A. A., Austin, C. R., & Roberts, G. (2019). The Effects of Inference Instruction on the Reading Comprehension of English Learners with Reading Comprehension Difficulties. Remedial and Special Education, 41(5), 259–270. https://doi.org/10.1177/0741932518824983 

Hallam, S. (2018). Can a rhythmic intervention support reading development in poor readers? Psychology of Music, 47(5), 722–735. https://doi.org/10.1177/0305735618771491 

Hammill, D. D., & Allen, E. A. (2020). A Revised Discrepancy Method for Identifying Dyslexia. Journal of Pediatric Neuropsychology, 6(1), 27–43. https://doi.org/10.1007/s40817-020-00079-2 

Hamouda, A. (2021). The Effect of Lexical Inference Strategy Instruction on Saudi EFL learners’ Reading Comprehension. Education Quarterly Reviews, 4(1). https://doi.org/10.31014/aior.1993.04.01.177 

Harris, K. R., Graham, S., Aitken, A. A., Barkel, A., Houston, J., & Ray, A. (2017). Teaching Spelling, Writing, and Reading for Writing. TEACHING Exceptional Children, 49(4), 262–272. https://doi.org/10.1177/0040059917697250 

Hasan, Md. K., Fakih, A.-H., Ibna Seraj, P. M., & Kaddas, B. (2022). Examining the predictive role of derivatives of morphological knowledge to reading comprehension. Heliyon, 8(2), e08870. https://doi.org/10.1016/j.heliyon.2022.e08870 

Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2019). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 29(4), 545–565. https://doi.org/10.1080/10494820.2019.1588745 

Haynes, C. W., Smith, S. L., & Laud, L. (2019). Structured Literacy Approaches to Teaching Written Expression. Perspectives on Language and Literacy, 22–28. https://www.DyslexiaIDA.org 

Head, C. N., Flores M.M., & Shippen, M.E., (2018), Effects of Direct Instruction on Reading Comprehension for Individuals with Autism or Developmental Disabilities Source: Education and Training in Autism and Developmental Disabilities, Vol. 53, No. 2 pp. 176-191 

Healey, M. K., & Uitvlugt, M. G. (2019). The role of control processes in temporal and semantic contiguity. Memory & Cognition. https://doi.org/10.3758/s13421-019-00895-8 

Hessel, A. K., & Schroeder, S. (2020). Interactions between Lower- and Higher-Level Processing When Reading in a Second Language: An Eye-Tracking Study. Discourse Processes, 57(10), 940–964. https://doi.org/10.1080/0163853x.2020.1833673 

Hettiaarachi, S., Ranaweera, M., Walisundara, D., Daston-Attanayake, L., & Das, A. K. (2018). Including all? Perceptions of Mainstream Teachers on Inclusive Education in the Western Province of Sri Lanka. International Journal of Special Education, 33(2), 427–447. 

Hettiarachchi, D. (2021). An overview of dyslexia. Sri Lanka Journal of Child Health, 50(3), 529. https://doi.org/10.4038/sljch.v50i3.9741 

Hjetland, H. N., Brinchmann, E. I., Scherer, R., & Melby-Lervåg, M. (2017). Preschool predictors of later reading comprehension ability: a systematic review. Campbell Systematic Reviews, 13(1), 1–155. https://doi.org/10.4073/csr.2017.14 

Hjetland, H. N., Lervåg, A., Lyster, S. A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology, 111(5), 751–763. https://doi.org/10.1037/edu0000321 

Hodgins, H., & Harrison, G. L. (2021). Improving phonological awareness with Talking Tables in at-risk kindergarten readers. Research in Developmental Disabilities, 115, 103996. https://doi.org/10.1016/j.ridd.2021.103996 

Hoover, W. A., & Tunmer, W. E. (2018). The Simple View of Reading: Three Assessments of Its Adequacy. Remedial and Special Education, 39(5), 304–312. https://doi.org/10.1177/0741932518773154 

Hoover, W. A., & Tunmer, W. E. (2020). The Cognitive Foundations of Reading and Its Acquisition: A Framework with Applications Connecting Teaching and Learning (Literacy Studies Book 20) (1st ed. 2020 Ed.). Springer. Switzerland. 

Hoover, W. A., & Tunmer, W. E. (2021). The Primacy of Science in Communicating Advances in the Science of Reading. Reading Research Quarterly. https://doi.org/10.1002/rrq.446 

Horbach, J., Weber, K., Opolony, F., Scharke, W., Radach, R., Heim, S., & Günther, T. (2018). Performance in Sound-Symbol Learning Predicts Reading Performance 3 Years Later. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.01716 

Horvath, S., Kueser, J. B., Kelly, J., & Borovsky, A. (2021). Difference or Delay? Syntax, Semantics, and Verb Vocabulary Development in Typically Developing and Late-talking Toddlers. Language Learning and Development, 1–25. https://doi.org/10.1080/15475441.2021.1977645 

Hung, Y. H., Frost, S.J., & Pugh, K.R. (2018). Domain Generality and Specificity of Statistical Learning and its Relation with Reading Ability. In: Lachmann, T., Weis, T. (eds) Reading and Dyslexia. Literacy Studies, vol. 16. Springer, Cham. https://doi.org/10.1007/978-3-319-90805-2_2 

Hwang, H., & Duke, N. K. (2020). Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners. AERA Open, 6(1), 233285841989907. https://doi.org/10.1177/2332858419899075 

ICD-11, (2022). World Health Organization. https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f2099676649 

Indrarathne, B. (2017). Dyslexia and working memory. IATEFL Voices, 257. 

Indrarathne, B. (2019). Accommodating Learners with Dyslexia in English Language Teaching in Sri Lanka: Teachers’ Knowledge, Attitudes, and Challenges. TESOL Quarterly, 53(3), 630–654. https://doi.org/10.1002/tesq.500 

Inomjonovna, M. S. (2021). Bottom-Up and Top-Down Approaches in English Lessons. Current Research Journal of Philological Sciences, 02(12), 155–160. Https://Doi.Org/10.37547/Philological-Crjps-02-12-30 

International Dyslexia Association (2017a), www.DyslexiaIDA.org 

International Dyslexia Association (2019a). IDA Dyslexia Handbook: What Every Family Should Know. www.DyslexiaIDA.org 

International Dyslexia Association (2019b). Structured Literacy: An Introductory Guide. www.DyslexiaIDA.org 

International Dyslexia Association (2020). Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties. https://dyslexiaida.org 

International Dyslexia Association. (2017b). Dyslexia in the classroom – What every teacher needs to know. https://dyslexiaida.org/ida-dyslexia-handbook/ 

International Literacy Association. (2019). Children experiencing reading difficulties: What we know and what we can do [Literacy leadership brief]. Newark, DE. 

International Literacy Association. (2019). Teaching and assessing spelling [Literacy leadership brief]. Newark, DE: Retrieved from https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-teaching-and-assessingspelling.pdf 

Jaffe-Dax, S., Daikhin, L., & Ahissar, M. (2018). Dyslexia: A Failure in Attaining Expert-Level Reading Due to Poor Formation of Auditory Predictions. In: Lachmann, T., Weis, T. (eds) Reading and Dyslexia. Literacy Studies, vol. 16. Springer, Cham. https://doi.org/10.1007/978-3-319-90805-2_9 

Jasinska, K. K., & Petitto, L.-A. (2017). Age of Bilingual Exposure Is Related to the Contribution of Phonological and Semantic Knowledge to Successful Reading Development. Child Development, 89(1), 310–331. https://doi.org/10.1111/cdev.12745 

Jeanne Wanzek, Yaacov Petscher, Stephanie Al Otaiba & Rachel E. Donegan (2019) Retention of Reading Intervention Effects From Fourth to Fifth Grade for Students With Reading Difficulties, Reading & Writing Quarterly, 35:3, 277-288, https://doi.org/10.1080/10573569.2018.1560379 

Jhangiani, R. S., Chiang, I. A., Cuttler, C., & Leighton, D. C. (2019). Research Methods in Psychology: 4th edition. Independently published. USA 

Jiménez, E. C., Romeo, A., Pérez Zapata, L., Solé Puig, M., Bustos-Valenzuela, P., Cañete, J., Varela Casal, P., & Supèr, H. (2020). Eye vergence responses in children with and without reading difficulties during a word detection task. Vision Research, 169, 6–11. https://doi.org/10.1016/j.visres.2020.02.001 

Joseph, L., Ross, K., Xia, Q., Amspaugh, L. A., & Accurso, J. (2021). Reading Comprehension Instruction for Students with Intellectual Disabilities:A Systematic Literature Review. International Journal of Disability, Development and Education, 1–26. https://doi.org/10.1080/1034912x.2021.1892033 

Joshi, R. M. (2018). Simple View of Reading (SVR) in Different Orthographies: Seeing the Forest with the Trees. Literacy Studies, 71–80. https://doi.org/10.1007/978-3-319-90805-2_4 

Joshi, R. M. (2019). The Componential Model of Reading (CMR): Implications for Assessment and Instruction of Literacy Problems. Reading Development and Difficulties, 3–18. https://doi.org/10.1007/978-3-030-26550-2_1 

Joshi, R.M. (2018). Simple View of Reading (SVR) in Different Orthographies: Seeing the Forest with the Trees. In: Lachmann, T., Weis, T. (eds) Reading and Dyslexia. Literacy Studies, vol.16. Springer, Cham. https://doi.org/10.1007/978-3-319-90805-2_4 

Jouhar, M. R., & Rupley, W. H. (2020). The Reading–Writing Connection based on Independent Reading and Writing: A Systematic Review. Reading & Writing Quarterly, 37(2), 136–156. https://doi.org/10.1080/10573569.2020.1740632 

Kanapathy, K. (2015). Tamil phonological acquisition of Malay speakers. International Journal of Assessment and Evaluation in Education, 5, 48-49 

Kanapathy, K. (2019). Phonological game-based module to enhance Tamil school Linus program. Religación. Revista De Ciencias Sociales Y Humanidades, 4(15), 50–56. 

Kanazawa, M. (2018). Research Methods for Environmental Studies. Routledge. New York. 

Kandanarachchi, J., & Abeykoon, J. (2021). LEXIS: A Preliminary Screening and Intervention Tool for Children with Dyslexia. International Conference on Advanced Research in Computing. (ICARC-2021). 

Kariyawasam, R., Nadeeshani, M., Hamid, T., Subasinghe, I., & Ratnayake, P. (2019). A Gamified Approach for Screening and Intervention of Dyslexia, Dysgraphia and Dyscalculia. 2019 International Conference on Advancements in Computing (ICAC). https://doi.org/10.1109/icac49085.2019.9103336 

Karpagavalli, S., & Chandra, E. (2015). A Hierarchical Approach in Tamil Phoneme Classification using Support Vector Machine. Indian Journal of Science and Technology, 8(35). https://doi.org/10.17485/ijst/2015/v8i35/80681 

Karpagavalli, S., Viji Gripsy, J., & Nandhini, K. (2021). Speech assistive Tamil learning mobile applications for learning disability children. Materials Today: Proceedings. https://doi.org/10.1016/j.matpr.2021.01.050 

Karunanayake, D., Madushani, K., & Vimukthi, N. D. U. (2020). The Importance of Identifying Students with Learning Difficulty in the School Context. Asian Journal of Education and Social Studies, 8–18. https://doi.org/10.9734/ajess/2020/v12i430316 

Kasturiarachchi, C. (2020). Rights for Education: School Support and Education Development of Differently-Abled Students with Special Education Needs in the Sri Lankan Government Schools. International Journal of All Research Writings, 1(11), 38–48. 

Kaufman, R., & Christensen, B. D. (2019). Needs Assessment: Three Approaches with One Purpose. Performance Improvement. https://doi.org/10.1002/pfi.21840 

Kaye, E. L., Lozada, V., & Briggs, C. (2022). Early Identification of and Intervention for Children with and without Dyslexia Characteristics: A Comparison Study. Literacy Research and Instruction, 61(3), 298–313. https://doi.org/10.1080/19388071.2022.2059418 

Kelly, C., Leitão, S., Smith-Lock, K., & Heritage, B. (2017). The effectiveness of a classroom-based phonological awareness program for 4–5-year-olds. International Journal of Speech-Language Pathology, 21(1), 101–113. https://doi.org/10.1080/17549507.2017.1400589 

Kelso, K., Whitworth, A., Parsons, R., & Leitão, S. (2020). Hidden Reading Difficulties: Identifying Children Who Are Poor Comprehenders. Learning Disability Quarterly, 073194872096176. https://doi.org/10.1177/0731948720961766 

Kemény, F., Banfi, C., Gangl, M., Perchtold, C., Papousek, I., Moll, K. & Landerl, K. (2018). Print-, sublexical and lexical processing in children with reading and/or spelling deficits: An ERP study. International Journal of Psychophysiology, 130, pp.53-62.  

Khateb, A., & Bar-Kochva, I. (2018). Reading Fluency: Current Insights from Neurocognitive Research and Intervention Studies (Literacy Studies, 12). Springer. Switzerland. 

Kilpatrick, D. A., Joshi, M. R., & Wagner, R. K. (2019). Reading Development and Difficulties: Bridging the Gap between Research and Practice (1st ed. 2019 ed.). Springer. Switzerland. 

Kim, S. K. (2021). Recent update on reading disability (dyslexia) focused on neurobiology. Clinical and Experimental Paediatrics, 64(10), 497–503. https://doi.org/10.3345/cep.2020.01543 

Kim, Y. S. G. (2020). Toward Integrative Reading Science: The Direct and Indirect Effects Model of Reading. Journal of Learning Disabilities, 53(6), 469–491. https://doi.org/10.1177/0022219420908239 

Kim, Y.S. (2020). Simple but not simplistic: The Simple View of Reading Unpacked and Expanded. The Reading League. 01(2), 15-22. 

Kimppa, L., Shtyrov, Y., Hut, S. C. A., Hedlund, L., Leminen, M., & Leminen, A. (2019). Acquisition of L2 morphology by adult language learners. Cortex, 116, 74–90. https://doi.org/10.1016/j.cortex.2019.01.012 

Kirchner, E., & Mostert, M. L. (2017). Aspects of the reading motivation and reading activity of Namibian primary school readers. Cogent Education, 4(1), 1411036. https://doi.org/10.1080/2331186x.2017.1411036 

Kjeldsen, A.-C., Educ, L., Saarento-Zaprudin, S. K., & Niemi, P. O. (2019). Kindergarten Training in Phonological Awareness: Fluency and Comprehension Gains Are Greatest for Readers at Risk in Grades 1 Through 9. Journal of Learning Disabilities, 52(5), 366–382. https://doi.org/10.1177/0022219419847154 

Knoop-van Campen, C. A. N., Segers, E., & Verhoeven, L. (2018). How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia. Dyslexia, 24(2), 156–169. https://doi.org/10.1002/dys.1583 

Kohnen, S., Nickels, L., Geigis, L., Coltheart, M., McArthur, G., & Castles, A. (2018). Variations within a subtype: Developmental surface dyslexias in English. Cortex, 106, 151–163. https://doi.org/10.1016/j.cortex.2018.04.008 

Kong, J. (2019). Theories of Reading Comprehension. Investigating the Role of Test Methods in Testing Reading Comprehension, 9–29. https://doi.org/10.1007/978-981-13-7021-2_2 

Krishnamurthy, P., & Sarveswaran, K. (2021). Towards Building a Modern Written Tamil Treebank. In Proceedings of the 20th International Workshop on Treebanks and Linguistic Theories (TLT, SyntaxFest 2021), pages 61–68, Sofia, Bulgaria. Association for Computational Linguistics. 

Krishnan, A. S., & Ragavan, S. (2021). Morphology-Aware Meta-Embeddings for Tamil. Proceedings of the 2021 Conference of the North American Chapter of the Association for Computational Linguistics: Student Research Workshop. https://doi.org/10.18653/v1/2021.naacl-srw.13 

Kruit, P. M., Oostdam, R. J., van den Berg, E., & Schuitema, J. A. (2018). Effects of explicit instruction on the acquisition of students’ science inquiry skills in grades 5 and 6 of primary education. International Journal of Science Education, 40(4), 421–441. https://doi.org/10.1080/09500693.2018.1428777 

Kuhl, U., Neef, N. E., Kraft, I., Schaadt, G., Dörr, L., Brauer, J., Czepezauer, I., Müller, B., Wilcke, A., Kirsten, H., Emmrich, F., Boltze, J., Friederici, A. D., & Skeide, M. A. (2020). The emergence of dyslexia in the developing brain. NeuroImage, 211, 116633. https://doi.org/10.1016/j.neuroimage.2020.116633 

Kumsa, K., Tesfahun, A. A., & Legas, H. A. (2019). Impact evaluation of Literacy Boost Project Model on reading skills of early grade students in Ethiopia. International Journal of Educational Management, 34(2), 335–353. https://doi.org/10.1108/ijem-10-2018-0304 

Kurtz, J.E. (2017) Test-Retest Reliability. In: Zeigler-Hill V., Shackelford T. (eds) Encyclopedia of Personality and Individual Differences. Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_1351-1 

Lachmann, T. (2018a). Reading and Dyslexia: The Functional Coordination Framework. In: Lachmann, T., Weis, T. (eds) Reading and Dyslexia. Literacy Studies, vol.16. Springer, Cham. https://doi.org/10.1007/978-3-319-90805-2_13 

Lachmann, T. (2018b). Introduction to Reading and Dyslexia. In: Lachmann, T., Weis, T. (eds) Reading and Dyslexia. Literacy Studies, vol.16. Springer, Cham. https://doi.org/10.1007/978-3-319-90805-2_16 

Land, M. F., & Heard, P. (2018). Richard Langton Gregory. 24 July 1923–17 May 2010. Biographical Memoirs of Fellows of the Royal Society, 64, 163–182. https://doi.org/10.1098/rsbm.2017.0034 

Langille, J., & Green, Z. (2021). Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language. Canadian Journal of Education/Revue Canadienne de l’éducation, 44(4), 1024–1050. https://doi.org/10.53967/cje-rce.v44i4.4723 

Language and Reading Research Consortium, Lo, M.-T., & Xu, M. (2022). Impacts of the let’s know! Curriculum on the language and comprehension-related skills of prekindergarten and kindergarten children. Journal of Educational Psychology. https://doi.org/10.1037/edu0000744 

Laschok, Z. M., & Lim, Y. (2021). Dyslexia And Self-Development; A Product For Primary School Classrooms To Encourage Social Interaction With The Intent Of Improving Self-Esteem. Proceedings of the Design Society, 1, 1323–1332. https://doi.org/10.1017/pds.2021.132 

Law, J. M., De Vos, A., Vanderauwera, J., Wouters, J., Ghesquière, P., & Vandermosten, M. (2018). Grapheme-Phoneme Learning in an Unknown Orthography: A Study in Typical Reading and Dyslexic Children. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.01393 

Layes, S., Guendouz, M., Lalonde, R., & Rebai, M. (2020). Combined Phonological Awareness and Print Knowledge Training Improves Reading Accuracy and Comprehension in Children with Reading Disabilities. International Journal of Disability, Development and Education, 1–15. https://doi.org/10.1080/1034912x.2020.1779914 

Leavy, P. (2017). Research Design: Quantitative, Qualitative, Mixed Methods, Arts-Based, and Community-Based Participatory Research Approaches (1st Ed.). The Guilford Press. New York. 

Ledford, J. R. (2018). Single Case Research Methodology: Applications in Special Education and Behavioral Sciences. Routledge. New York. 

Levesque, K. C., Breadmore, H. L., & Deacon, S. H. (2020). How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development. Journal of Research in Reading, 44(1), 10–26. https://doi.org/10.1111/1467-9817.12313 

Lewis, M. (2021) Dyslexia. In: Volkmar F.R. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, Cham. https://doi.org/10.1007/978-3-319-91280-6_969 

Li, Y., Li, H., & Wang, M. (2019). The Roles of Phonological Recoding, Semantic Radicals and Writing Practice in Orthographic Learning in Chinese. Scientific Studies of Reading, 24(3), 252–263. https://doi.org/10.1080/10888438.2019.1663199 

Li, Y., Xiao, L., & Li, H. (2021). Self-teaching in Chinese: the roles of phonetic and semantic radicals in orthographic and vocabulary learning. Journal of Research in Reading, 45(1), 20–42. https://doi.org/10.1111/1467-9817.12379 

Liamputtong, P. (2019). Handbook of Research Methods in Health Social Sciences. Springer. https://doi.org/10.1007/978-981-10-5251-4 

Liebe, U., Moumouni, I. M., Bigler, C., Ingabire, C., & Bieri, S. (2017). Using Factorial Survey Experiments to Measure Attitudes, Social Norms, and Fairness Concerns in Developing Countries. Sociological Methods & Research, 49(1), 161–192. https://doi.org/10.1177/0049124117729707 

Lindeblad, E., Nilsson, S., Gustafson, S., & Svensson, I. (2019). Self-concepts and psychological health in children and adolescents with reading difficulties and the impact of assistive technology to compensate and facilitate reading ability. Cogent Psychology, 6(1). https://doi.org/10.1080/23311908.2019.1647601 

Liu, C., Chung, K. K. H., Wang, L., & Liu, D. (2020). The relationship between paired associate learning and Chinese word reading in kindergarten children. Journal of Research in Reading, 44(2), 264–283. https://doi.org/10.1111/1467-9817.12333 

Liu, Y., & Liu, D. (2020). Morphological awareness and orthographic awareness link Chinese writing to reading comprehension. Reading and Writing, 33(7), 1701–1720. https://doi.org/10.1007/s11145-019-10009-0 

Livingston, E. M., Siegel, L. S., & Ribary, U. (2018). Developmental dyslexia: emotional impact and consequences. Australian Journal of Learning Difficulties, 23(2), 107–135. https://doi.org/10.1080/19404158.2018.1479975 

Long, D., & Szabo, S. (2016). E-readers and the effects on students’ reading motivation, attitude and comprehension during guided reading. Cogent Education, 3(1), 1197818. https://doi.org/10.1080/2331186x.2016.1197818 

Lonigan, C. J., Burgess, S. R., & Schatschneider, C. (2018). Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years. Remedial and Special Education, 39(5), 260–273. https://doi.org/10.1177/0741932518764833 

López-Escribano, C. (2016). Training Reading Fluency and Comprehension of Spanish Children with Dyslexia. Literacy Studies, 141–161. https://doi.org/10.1007/978-3-319-30478-6_9 

Lunte, T., & Boll, S. (2020). Towards a gaze-contingent reading assistance for children with difficulties in reading. The 22nd International ACM SIGACCESS Conference on Computers and Accessibility. https://doi.org/10.1145/3373625.3418014 

Lyster, S. H., Snowling, M. J., Hulme, C., & Lervåg, A. O. (2020). Preschool phonological, morphological and semantic skills explain it all: Following reading development through a 9-year period. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.12312 

Lytle, M. N., McNorgan, C., & Booth, J. R. (2019). A longitudinal neuroimaging dataset on multisensory lexical processing in school-aged children. Scientific Data, 6(1). https://doi.org/10.1038/s41597-019-0338-5 

Machin, S., McNally, S., & Viarengo, M. (2018). Changing How Literacy Is Taught: Evidence on Synthetic Phonics. American Economic Journal: Economic Policy, 10(2), 217–241. https://www.jstor.org/stable/26529029 

Maciejewski, M. L. (2018). Quasi-experimental design. Biostatistics & Epidemiology, 4(1), 38–47. https://doi.org/10.1080/24709360.2018.1477468 

Mahasneh, R., Suchodoletz, A., Larsen, R. A., & Dajani, R. (2020). Reading for pleasure among Jordanian children: a community-based reading intervention. Journal of Research in Reading, 44(2), 360–378. https://doi.org/10.1111/1467-9817.12342 

Maneka D.B, & Katherine K.F. (2018). Oral reading: practices and purposes in secondary classrooms. English Teaching: Practice &Critique. 17(4), 328-341. Emerald Publishing Limited 1175-8708 https://doi.org/10.1108/ETPC-01-2018-0010 

Mann, D., Weston, N., Frederic, K., Ogunshile, E., & Ramachandran, R. (2019). Tamil talk: What you speak is what you get! 2019 7th International Conference in Software Engineering Research and Innovation (CONISOFT). https://doi.org/10.1109/conisoft.2019.00016 

Mateu-Estivill, R., Forné, S., López-Sala, A., Falcón, C., Caldú, X., Sopena, J. M., Sans, A., Adan, A., Grau, S., Bargalló, N., & Serra-Grabulosa, J. M. (2020). Functional connectivity alterations associated with literacy difficulties in early readers. Brain Imaging and Behavior, 15(4), 2109–2120. https://doi.org/10.1007/s11682-020-00406-3 

Mather, N., & Jaffe, L. (2021). Orthographic Knowledge Is Essential for Reading and Spelling. The Reading League Journal, 2(3), 15–24. 

Mathur, A., Schultz, D., & Wang, Y. (2020). Neural bases of phonological and semantic processing in early childhood. Brain Connectivity. https://doi.org/10.1089/brain.2019.0728 

Matusky, R. (2018). Needs Assessment vs. Needs Analysis — What’s the Difference? Medium. Retrieved from: https://medium.com/@Randy_Matusky/needs-assessment-vs-needs-analysis-whats-the-difference-54a9eef0b44c 

Mayer, C. H. (2019). Research Methodology. Combating Wildlife Crime in South Africa, 31–39. https://doi.org/10.1007/978-3-030-05891-3_4 

Mayer, C., Wallner, S., Budde-Spengler, N., Braunert, S., Arndt, P. A., & Kiefer, M. (2020). Literacy Training of Kindergarten Children with Pencil, Keyboard or Tablet Stylus: The Influence of the Writing Tool on Reading and Writing Performance at the Letter and Word Level. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.03054 

McArthur, G., Sheehan, Y., Badcock, N. A., Francis, D. A., Wang, H.-C., Kohnen, S., Banales, E., Anandakumar, T., Marinus, E., & Castles, A. (2018). Phonics training for English-speaking poor readers. Cochrane Database of Systematic Reviews. https://doi.org/10.1002/14651858.cd009115.pub3 

McCombes-Tolis, J. & Moates, L. (2018). Knowledge and practice standards for teachers of reading. International Dyslexia Association 

McDonald, A., Morrison, T. G., Wilcox, B., & Billen, M. T. (2021). Improving Children’s Reading Comprehension by Teaching Inferences. Reading Psychology, 42(3), 264–280. https://doi.org/10.1080/02702711.2021.1888351 

McKinley, J., & Rose, H. (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge. New York.  

Mehta, S., Ding, Y., Ness, M., & Chen, E. C. (2017). Invented Spelling, Word Stress, and Syllable Awareness in Relation to Reading Difficulties in Children. Journal of Psycholinguistic Research, 47(3), 585–606. https://doi.org/10.1007/s10936-017-9547-2 

Mel’Cuk, I., Milicevic, J., & Mel’cuk, I. (2020). An Advanced Introduction to Semantics: a meaning-text approach Cambridge University Press. UK. 

Michael, Y. (2018). L2 Listening Instruction: More Bottom-up or More Top-down? The Journal of AsiaTEFL, 15(3), 805–810. https://doi.org/10.18823/asiatefl.2018.15.3.16.805 

Michener, C. J., Patrick Proctor, C., & Silverman, R. D. (2017). Features of instructional talk predictive of reading comprehension. Reading and Writing, 31(3), 725–756. https://doi.org/10.1007/s11145-017-9807-4 

Middleton, F. (2023). The 4 Types of Reliability in Research | Definitions & Examples. Scribbr. https://www.scribbr.com/methodology/types-of-reliability/ 

Míguez-Álvarez, C., Cuevas-Alonso, M., & Saavedra, Á. (2021). Relationships between Phonological Awareness and Reading in Spanish: A Meta-Analysis. Language Learning, 72(1), 113–157. https://doi.org/10.1111/lang.12471 

Miles, K.P., Ehri, L.C. (2019). Orthographic Mapping Facilitates Sight Word Memory and Vocabulary Learning. In: Kilpatrick, D., Joshi, R., Wagner, R. (eds) Reading Development and Difficulties. 63-82. Springer, Cham. https://doi.org/10.1007/978-3-030-26550-2_4 

Miller, C. J., Smith, S. N., & Pugatch, M. (2020). Experimental and quasi-experimental designs in implementation research. Psychiatry Research, 283, 112452. https://doi.org/10.1016/j.psychres.2019.06.027 

Miller, J. F. (2018). Do You Read Me? Learning Difficulties, Dyslexia and the Denial of Meaning. Taylor & Francis. New York. 

Mills, G., & Gay, L. (2018). Educational Research: Competencies for Analysis and Applications (12th Ed.). Pearson. USA. 

Mimeau, C., Ricketts, J., & Deacon, S. H. (2018). The Role of Orthographic and Semantic Learning in Word Reading and Reading Comprehension. Scientific Studies of Reading, 22(5), 384–400. https://doi.org/10.1080/10888438.2018.1464575 

Ming, K. M. (2018). Five Oral Reading Fluency Strategies for Supporting Struggling Adolescent Readers. National Youth at Risk Journal, 3(1). https://doi.org/10.20429/nyarj.2018.030103 

Mishra, S. B., & Alok, S. (2017). Handbook of Research Methodology. Educreation Publishing. New Delhi. 

Moats, L. (2019a). Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties. Perspectives on Language and Literacy, 9–11. https://www.DyslexiaIDA.org 

Moats, L. (2019b). Structured Literacy: Teaching Spelling an Opportunity to Unveil the Logic of Language. Perspectives on Language and Literacy, 17–20. https://www.DyslexiaIDA.org 

Moats, L. C. (2020). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. Washington, DC: American Federation of Teachers. 

Mohanraj, T (2021). Syntactic Similarities between Verbal Participles and Verbal Nouns with Case Markers. International Research Journal of Tamil, 3(1), 124–131. https://doi.org/10.34256/irjt21113 

Monobe, G., Bintz, W. P., & McTeer, J. S. (2017). Developing English Learners’ Reading Confidence with Whole-Class Repeated Reading. The Reading Teacher, 71(3), 347–350. http://www.jstor.org/stable/26632582 

Morris, C. W. A., & Wester, K. L. (2018). Making Research Relevant: Applied Research Designs for the Mental Health Practitioner (1st Ed.). Routledge. New York. 

Moussa, W., & Koester, E. (2021). Effects of Story Read-Aloud Lessons on Literacy Development in the Early Grades: Experimental Evidence from Nigeria. Reading Research Quarterly. https://doi.org/10.1002/rrq.427 

Mukherjee, S. P. (2019). A Guide to Research Methodology: An Overview of Research Problems, Tasks and Methods (1st Ed.). CRC Press, New York. 

Müller, B., Richter, T., & Karageorgos, P. (2020). Syllable-based reading improvement: Effects on word reading and reading comprehension in Grade 2. Learning and Instruction, 66, 101304. https://doi.org/10.1016/j.learninstruc.2020.101304 

Nachshon, O., & Horowitz-Kraus, T. (2018). Cognitive and emotional challenges in children with reading difficulties. Acta Paediatrica. https://doi.org/10.1111/apa.14672 

Nag, S., Narayanan, B. (2019). Orthographic Knowledge, Reading and Spelling Development in Tamil: The First Three Years. In: Joshi, R., McBride, C. (eds) Handbook of Literacy in Akshara Orthography. Literacy Studies, vol.17. Springer, Cham. https://doi.org/10.1007/978-3-030-05977-4_4 

Nakatani, H., Nakamura, Y., & Okanoya, K. (2022). Respective Involvement of the Right Cerebellar Crus I and II in Syntactic and Semantic Processing for Comprehension of Language. The Cerebellum. https://doi.org/10.1007/s12311-022-01451-y 

Namugenyi, D. K. (2019). Balanced reading instruction for improving teachers’ instruction of reading comprehension to Runyankole-English bilingual children. Reading & Writing, 10(1). https://doi.org/10.4102/rw.v10i1.205 

Nanayakkara, S. (2021). Teaching inclusive physical education for students with disabilities: reinvigorating in-service teacher education in Sri Lanka. Sport, Education and Society, 27(2), 210–223. https://doi.org/10.1080/13573322.2021.1964462 

Nation, K. (2019). Children’s reading difficulties, language, and reflections on the simple view of reading. Australian Journal of Learning Difficulties, 24(1), 47–73. https://doi.org/10.1080/19404158.2019.1609272 

National Academies of Sciences, Engineering, and Medicine (2017). Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. https://doi.org/10.17226/24677 

National Academies of Sciences, Engineering, and Medicine (2018). How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press. https://doi.org/10.17226/24783 

National Education Commission. (2019). NATIONAL POLICY ON PRESCHOOL EDUCATION. National Education Commission, Sri Lanka. 

Navarrete, J. C. (2019). Reading Comprehension: Theories and Strategies toward an Effective Reading Instruction. Journal of Education and Practice, 10(13). https://doi.org/10.7176/jep/10-13-12 

NEREC. (2004a). Civic Education in Sri Lanka. Faculty of Education. The University of Colombo. Sri Lanka.   

NEREC. (2004b). National Assessment of Achievement of Grade 04 Pupils in Sri Lanka. Faculty of Education. The University of Colombo. Sri Lanka. 

NEREC. (2006). National Assessment of Achievement of Students Completing Grade 8 in the Year 2006. Faculty of Education. The University of Colombo. Sri Lanka.  

NEREC. (2009). National Assessment of Achievement of Students Completing Grade 4 in the Year 2009. Faculty of Education. The University of Colombo. Sri Lanka.   

NEREC. (2012). National Assessment of Achievement of Students Completing Grade 8 in the Year 2012. Faculty of Education. The University of Colombo. Sri Lanka.  

NEREC. (2013). National Assessment of Achievement of Students Completing Grade 4 in the Year 2013. Faculty of Education. The University of Colombo. Sri Lanka.  

NEREC. (2014). National Assessment of Achievement of Students Completing Grade 8 in the Year 2014. Faculty of Education. The University of Colombo. Sri Lanka.   

NEREC. (2015). National Assessment of Achievement of Students Completing Grade 4 in the Year 2015. Faculty of Education. The University of Colombo.  Sri Lanka. 

NEREC. (2016). National Assessment of Achievement of Students Completing Grade 8 in the Year 2016. Faculty of Education. The University of Colombo. Sri Lanka.   

NEREC. (2016). Patterns and Trends in Achievement TIMSS. Faculty of Education. The University of Colombo.  Sri Lanka. 

NEREC. (2018). Assessing Second National Language Communication. Faculty of Education. The University of Colombo.  Sri Lanka. 

Neumann, K. L., & Kopcha, T. J. (2018). The Use of Schema Theory in Learning, Design, and Technology. TechTrends, 62(5), 429–431. https://doi.org/10.1007/s11528-018-0319-0 

Newman D.B. (2021). Reading. In: Volkmar F.R. (eds) Encyclopaedia of Autism Spectrum Disorders. Springer, Cham. New York. https://doi.org/10.1007/978-3-319-91280-6_1119 

Ng, C., & Bartlett, B. (2017). Improving Reading and Reading Engagement: An International Focus. Improving Reading and Reading Engagement in the 21st Century, 3–16. https://doi.org/10.1007/978-981-10-4331-4_1 

Nielsen, A.-M. V., Daugaard, H. T., Scavenius, C., & Juul, H. (2022). Combining morphological and contextual strategy instruction to enhance word learning. International Journal of Educational Research, 112, 101920. https://doi.org/10.1016/j.ijer.2021.101920 

Ninansala, P., & Morawaka, A. (2019). ATHWEL: Gamification Supportive Tool for Special Educational Centers in Sri Lanka. IEEE 14th International Conference on Industrial and Information Systems (ICIIS), 446–451. 

Nordström, T., Nilsson, S., Gustafson, S., & Svensson, I. (2018). Assistive technology applications for students with reading difficulties: special education teachers’ experiences and perceptions. Disability and Rehabilitation: Assistive Technology, 14(8), 798–808. https://doi.org/10.1080/17483107.2018.1499142 

Nurul Nabila, A. R., Ismail, H., & Jaafar A.N.M. (2021). The Use of Multisensory Technique in the Teaching Open Syllables Reading Skill for Pre-schoolers from a Teacher’s Perspective. Southeast Asia Early Childhood Journal, Vol. 9 (2), 2020 (155-165). ISSN 2289-3156 /eISSN 2550-1763 http://ejournal.upsi.edu.my/index.php/SAECJ 

O’Brien, B. A., Lim, N. C., Habib Mohamed, M. B., & Arshad, N. A. (2019). Cross-lag analysis of early reading and spelling development for bilinguals learning English and Asian scripts. Reading and Writing, 33(7), 1859–1891. https://doi.org/10.1007/s11145-019-09999-8 

O’Brien, B. A., Mohamed, M. B. H., Yussof, N. T., & Ng, S. C. (2018). The phonological awareness relation to early reading in English for three groups of simultaneous bilingual children. Reading and Writing, 32(4), 909–937. https://doi.org/10.1007/s11145-018-9890-1 

O’Connor, R. E. (2017). Reading Fluency and Students With Reading Disabilities: How Fast Is Fast Enough to Promote Reading Comprehension? Journal of Learning Disabilities, 51(2), 124–136. https://doi.org/10.1177/0022219417691835 

O’Connor, R. E., Beach, K. D., Sanchez, V., Bocian, K. M., Roberts, S., & Chan, O. (2017). Building Better Bridges: Teaching Adolescents Who Are Poor Readers in Eighth Grade to Comprehend History Text. Learning Disability Quarterly, 40(3), 174–186. https://doi.org/10.1177/0731948717698537 

Oakhill, J. (2020). Four Decades of Research into Children’s Reading Comprehension: A Personal Review. Discourse Processes, 1–18. https://doi.org/10.1080/0163853x.2020.1740875 

Oakhill, J., Cain, K., & Elbro, C. (2019). Reading Comprehension and Reading Comprehension Difficulties. Reading Development and Difficulties, 83–115. https://doi.org/10.1007/978-3-030-26550-2_5 

Ozdemir, N. O. (2018). Needs Analysis. The TESOL Encyclopedia of English Language Teaching, 1–6. https://doi.org/10.1002/9781118784235.eelt0200 

Ozeri-Rotstain, A., Shachaf, I., Farah, R., & Horowitz-Kraus, T. (2020). Relationship between Eye-Movement Patterns, Cognitive Load, and Reading Ability in Children with Reading Difficulties. Journal of Psycholinguistic Research, 49(3), 491–507. https://doi.org/10.1007/s10936-020-09705-8 

Paige, D. D., Rupley, W. H., Smith, G. S., Olinger, C., & Leslie, M. (2018). Acquisition of Letter Naming Knowledge, Phonological Awareness, and Spelling Knowledge of Kindergarten Children at Risk for Learning to Read. Child Development Research, 2018, 1–10. https://doi.org/10.1155/2018/2142894 

Päivinen, M., Eklund, K., Hirvonen, R., Ahonen, T., & Kiuru, N. (2018). The role of reading difficulties in the associations between task values, efficacy beliefs, and achievement emotions. Reading and Writing, 32(7), 1723–1746. https://doi.org/10.1007/s11145-018-9922-x 

Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2019). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823 

Patel, N., & Desai, S. (2020). ABC of Face Validity for Questionnaire. International Journal of Pharmaceutical Sciences Review and Research, 65(1), 164–168. https://doi.org/10.47583/ijpsrr.2020.v65i01.025 

Patil, R., Dhillon, J., Mahurkar, S., Kulkarni, S., Malhotra, M., & Baths, V. (2021). Vyakarana: A Colorless Green Benchmark for Syntactic Evaluation in Indic Languages. Proceedings of the 1st Workshop on Multilingual Representation Learning, 153–165. 

Paul, X. & Christopher, G. (2017). Teaching reading skill using heuristic technique through schema theory. IUP Journal of English Studies. 12. 11-15. 

Peng, P., & Goodrich, J. M. (2020). The Cognitive Element Model of Reading Instruction. Reading Research Quarterly, 55(S1). https://doi.org/10.1002/rrq.336 

Perera, K. D. R. L. J. (2021). Students’ Perceptions of School Related Conditions Impacting Their Motivation and Engagement in Learning. Open Journal of Social Sciences, 9, 353-377. https://doi.org/10.4236/jss.2021.99025 

Peries, W. A. N. N., Indrarathne, B., Jayamanne, B. D. W., Wickramasekara, T. D., Alwis, K. A. C., & Jayatilleke, A. U. (2021). Primary school teachers’ readiness in identifying children with dyslexia: A national survey in Sri Lanka. Dyslexia, 27(4), 486–509. https://doi.org/10.1002/dys.1696 

Petscher, Y., Solari, E. J., & Catts, H. W. (2019). Conditional Longitudinal Relations of Elementary Literacy Skills to High School Reading Comprehension. Journal of Learning Disabilities, 52(4), 324–336. https://doi.org/10.1177/0022219419851757 

Pfost, M., Blatter, K., Artelt, C., Stanat, P., & Schneider, W. (2019). Effects of training phonological awareness on children’s reading skills. Journal of Applied Developmental Psychology, 65, 101067. https://doi.org/10.1016/j.appdev.2019.101067 

Piper, B., Sitabkhan, Y., Mejía, J., & Betts, K. (2018). Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press Publication No. OP-0053-1805. Research Triangle Park, NC: RTI Press. https://doi.org/10.3768/rtipress.2018.op.0053.1805 

Plewko, J., Chyl, K., Bola, L., Luniewska, M., Debska, A., Banaszkiewicz, A., Wypych, M., Marchewka, A., van Atteveldt, N., & Jednoróg, K. (2018). Letter and Speech Sound Association in Emerging Readers with Familial Risk of Dyslexia. Frontiers in Human Neuroscience, 12. https://doi.org/10.3389/fnhum.2018.00393 

Poulsen, M., Nielsen, A. M. V., Juul, H., & Elbro, C. (2017). Early Identification of Reading Difficulties: A Screening Strategy that Adjusts the Sensitivity to the Level of Prediction Accuracy. Dyslexia, 23(3), 251–267. https://doi.org/10.1002/dys.1560 

Prelock, P. (2021) Learning Disability. In: Volkmar F.R. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, Cham. https://doi.org/10.1007/978-3-319-91280-6_792 

Priyadarshani, K., & Samudra, S. (2021). Classroom Factors that Influence Self-esteem in Gifted Children: A Case Study in Sri Lanka. International Journal of Scientific Research in Science and Technology, 242–251. https://doi.org/10.32628/ijsrst218537 

Protopapas, A. (2019). Evolving Concepts of Dyslexia and Their Implications for Research and Remediation. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02873 

Pulkkinen, J., Eklund, K., Koponen, T., Heikkilä, R., Georgiou, G., Salminen, J., van Daal, V., & Aro, M. (2022). Cognitive skills, self-beliefs and task interest in children with low reading and/or arithmetic fluency. Learning and Individual Differences, 97, 102160. https://doi.org/10.1016/j.lindif.2022.102160 

Qrqez, M., & Ab Rashid. R. (2017). Reading Comprehension Difficulties among EFL Learners: The Case of First and Second -Year Students at Yarmouk University in Jordan. Arab World English Journal, 8.)3 https://dx.doi.org/10.24093/awej/vol8no3.27 

Querido, L., Fernandes, S., & Verhaeghe, A. (2021). Orthographic Knowledge, and Reading and Spelling: A Longitudinal Study in an Intermediate Depth Orthography. The Spanish Journal of Psychology, 24. https://doi.org/10.1017/sjp.2021.3 

Rasinski, T. V. (2017). Readers Who Struggle: Why Many Struggle and a Modest Proposal for Improving Their Reading. The Reading Teacher, 70(5), 519–524. https://doi.org/10.1002/trtr.1533 

Rasinski, T., Rupley, W., Paige, D., & Young, C. (2021). Reading Fluency. Van Haren Publishing. Switzerland. 

Rastle, K. (2019). The place of morphology in learning to read in English. Cortex, 116, 45–54. https://doi.org/10.1016/j.cortex.2018.02.008 

Ratajczak, M., Indrarathne, B., & Kormos, J. (2021). The effects of read-aloud assistance, vocabulary and background knowledge on comprehension of health-related texts of Sri-Lankan English as second language speakers. Journal of the European Second Language Association, 5(1), 133–147. https://doi.org/10.22599/jesla.78 

Ray, J. S. (2020). Structured Literacy Supports All Learners: Students At-Risk of Literacy Acquisition – Dyslexia and English Learners [E-book]. In Texas Association for Literacy Instruction Yearbook (pp. 37–43). Texas Association for Literacy Education. http://www.texasreaders.org/yearbooks.html. 

Reading for future success. (2019). Early Years Educator, 20(10), 50. https://doi.org/10.12968/eyed.2019.20.10.50 

Reikerås, E., & Dahle, A. E. (2022). Relations between reading skill level in fifth grade and functional language skills at toddler age. European Early Childhood Education Research Journal, 1–14. https://doi.org/10.1080/1350293x.2022.2046831 

Riazi, M. A. (2021). The Routledge Encyclopaedia of Research Methods in Applied Linguistics (1st Ed.). Routledge. New York. 

Robinson, M. F., Meisinger, E. B., & Joyner, R. E. (2018). The Influence of Oral versus Silent Reading on Reading Comprehension in Students with Reading Disabilities. Learning Disability Quarterly, 42(2), 105–116. https://doi.org/10.1177/0731948718806665 

Rodríguez-Ortiz, I. R., Moreno-Pérez, F. J., Simpson, I. C., Valdés-Coronel, M., & Saldaña, D. (2021). The influence of syntactic knowledge on reading comprehension varies as a function of oral vocabulary in Spanish-speaking children. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.12363 

Roe, B. D., Smith, S. H., & Kolodziej, N. J. (2019). Teaching reading in today’s elementary schools. Cengage Learning. 

Roe, M. A., Martinez, J. E., Mumford, J. A., Taylor, W. P., Cirino, P. T., Fletcher, J. M., Juranek, J., & Church, J. A. (2018). Control Engagement during Sentence and Inhibition fMRI Tasks in Children with Reading Difficulties. Cerebral Cortex, 28(10), 3697–3710. https://doi.org/10.1093/cercor/bhy170 

Rogers, J. & Révész A. (2019). Experimental and quasi-experimental designs. https://www.researchgate.net/publication/334250281. 

Rogers, J., & Révész, A. (2020). Experimental and quasi-experimental designs. In: McKinley, J and Rose, H, (eds.) the Routledge Handbook of Research Methods in Applied Linguistics. (pp. 133-143). Routledge: London, UK. 

Rosas, R., Escobar, J. P., Ramírez, M. P., Meneses, A., & Guajardo, A. (2017). Impact of a computer-based intervention in Chilean children at risk of manifesting reading difficulties. Infancia y Aprendizaje, 40(1), 158–188. https://doi.org/10.1080/02103702.2016.1263451 

Rothou, K. M., & Padeliadu, S. (2019). Morphological processing influences on dyslexia in Greek-speaking children. Annals of Dyslexia. https://doi.org/10.1007/s11881-019-00184-8 

Ruotsalainen, J., Pakarinen, E., Poikkeus, A., & Lerkkanen, M. (2022). Literacy instruction in first grade: classroom-level associations between reading skills and literacy instruction activities. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.12384 

Rupasinghe, G., Abeyweera, R., Pushpananda, R., & Weerasinghe, R. (2020). A Mobile-Based Alphabet Learning Game To Intervene Dyslexia Among Children. 2020 20th International Conference on Advances in ICT for Emerging Regions (ICTer). https://doi.org/10.1109/icter51097.2020.9325469 

Sadeghi, K. (2021). Assessing Second Language Reading. Springer Publishing, Switzerland. 

Sakkan, T. (2017). A Statistical Study of Tamil Morphology. LAP LAMBERT Academic Publishing. Mauritius. 

Samudra, S. (2019a). Anxiety and Self-Esteem among the Children with Dyslexia in Sri Lanka. In E. Witruk & D Utami (Eds). Dyslexia and Traumatic Experiences. Frankfurt et al: Internationaler Verlag der Wissenschaften Peter Lang. GmbH: Frankfurt. Vol. 8. (189-196) 

Samudra, S. (2019b). Teacher Awareness, Teaching Confidence and Facilitation of Learning for Children with Special Educational Needs (SEN) in an Inclusive Classroom. Education Perspectives, 8(1), 82–93. 

Sandathara, L., Tissera, S., Sathsarani, R., Hapuarachchi, H., & Thelijjagoda, S. (2020). Arunalu: Learning Ecosystem to Overcome Sinhala Reading Weakness due to Dyslexia. 2020 2nd International Conference on Advancements in Computing (ICAC). https://doi.org/10.1109/icac51239.2020.9357268 

Sankaravelayuthan, R., Anandkumar, M., Dhanalakshmi, V., & Mohan Raj, S. N. (2019). A Parser for Question-answer System for Tamil. 18th Tamil Internet Conference, 65–82. https://infitt.org 

Santrock, J. W. (2017). Educational Psychology. McGraw-Hill Education. New York. 

Sargiani, R. de A., Ehri, L. C., & Maluf, M. R. (2021). Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole-Syllable Decoding. Reading Research Quarterly. https://doi.org/10.1002/rrq.432 

Sarma, V. M. (2013). Issues in the acquisition of Tamil verb morphology. In H. Winskel & P. Padakannaya (Eds.), South and Southeast Asian Psycholinguistics (pp. 110–123). Cambridge: Cambridge University Press. 

Sarma, V., Licht S., & Kalugalagedera, T. (2018). Educational inequalities in Sri Lanka: National data and local perspectives on access, quality and learning outcomes. Center for Poverty Analysis, No. 10, Sri Lanka. 

Sarveswaran, K., Dias, G., & Butt, M. (2021). ThamizhiMorph: A morphological parser for the Tamil language. Machine Translation, 35(1), 37–70. https://doi.org/10.1007/s10590-021-09261-5 

Schröter, H., & Bar-Kochva, I. (2019). Reading literacy. Reading competencies in Germany and underlying cognitive skills. Zeitschrift Für Erziehungswissenschaft, 22(1), 17–49. https://doi.org/10.1007/s11618-018-00864-y 

Sermier Dessemontet, R., de Chambrier, A. F., Martinet, C., Meuli, N., & Linder, A. L. (2021). Effects of a phonics-based intervention on the reading skills of students with intellectual disability. Research in Developmental Disabilities, 111, 103883. https://doi.org/10.1016/j.ridd.2021.103883 

Sermier Dessemontet, R., de Chambrier, A.-F., Martinet, C., Meuli, N., & Linder, A.-L. (2021). Effects of a phonics-based intervention on the reading skills of students with intellectual disability. Research in Developmental Disabilities, 111, 103883. https://doi.org/10.1016/j.ridd.2021.103883 

Serrano, F. (2019). The Emotional Profile in Children with Dyslexia and Learning Disabilities. Dyslexia and Traumatic Experiences. In: Frankfurt et al: Internationaler Verlag der Wissenschaften Peter Lang. GmbH: Frankfurt. Vol. 8. (P.206-196) 

Shaywitz, B. A., & Shaywitz, S. E. (2020). The American experience: towards a 21st century definition of dyslexia. Oxford Review of Education, 46(4), 454–471. https://doi.org/10.1080/03054985.2020.1793545 

Shelton, J. T., & Scullin, M. K. (2017). The Dynamic Interplay between Bottom-Up and Top-Down Processes Supporting Prospective Remembering. Current Directions in Psychological Science, 26(4), 352–358. https://doi.org/10.1177/0963721417700504 

Shen, W., & Park, H. (2018). The Effects of Meta-cognitive Strategies, Working Memory Capacity and Syntactic Awareness on L2 Reading Comprehension. Journal of Pan-Pacific Association of Applied Linguistics, 22(2), 87–112. https://doi.org/10.25256/paal.22.2.5 

Siegel, L. S., & Hurford, D. P. (2019). The Case against Discrepancy Models in the Evaluation of Dyslexia. Perspectives on Language and Literacy, 23–28. https://www.dyslexiaIDA.org 

Silinskas, G., Sénéchal, M., Torppa, M., & Lerkkanen, M. K. (2020). Home Literacy Activities and Children’s Reading Skills, Independent Reading, and Interest in 

Literacy Activities from Kindergarten to Grade 2. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01508 

Simpson, I. C., Moreno-Pérez, F. J., Rodríguez-Ortiz, I. de los R., Valdés-Coronel, M., & Saldaña, D. (2019). The effects of morphological and syntactic knowledge on reading comprehension in spanish speaking children. Reading and Writing, 33(2), 329–348. https://doi.org/10.1007/s11145-019-09964-5 

Siok, W. T., & Tan, L. H. (2022). Is phonological deficit a necessary or sufficient condition for Chinese reading disability? Brain and Language, 226, 105069. https://doi.org/10.1016/j.bandl.2021.105069 

Sleeman, M., Everatt, J., Arrow, A., & Denston, A. (2022). The identification and classification of struggling readers based on the simple view of reading. Dyslexia. https://doi.org/10.1002/dys.1719 

Snow, C. E. (2018). Simple and Not-So-Simple Views of Reading. Remedial and Special Education, 39(5), 313–316. https://doi.org/10.1177/0741932518770288 

Snowling, M. J., Hayiou-Thomas, M. E., Nash, H. M., & Hulme, C. (2019). Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.13140 

Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: past, present and future. Oxford Review of Education, 46(4), 501–513. https://doi.org/10.1080/03054985.2020.1765756 

Snowling, M. J., Moll, K., & Hulme, C. (2021). Language difficulties are a shared risk factor for both reading disorder and mathematics disorder. Journal of Experimental Child Psychology, 202, 105009. https://doi.org/10.1016/j.jecp.2020.105009 

Snowling, M. J., Nash, H. M., Gooch, D. C., Hayiou-Thomas, M. E., & Hulme, C. (2019). Developmental Outcomes for Children at High Risk of Dyslexia and Children with Developmental Language Disorder. Child Development, 90(5). https://doi.org/10.1111/cdev.13216 

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039 

Soares, A. C. C., Zuanetti, P. A., Silva, K. da, Guedes-Granzotti, R. B., & Fukuda, M. T. H. (2020). Written narrative of students with and without difficulty in syntactic awareness. Journal of Human Growth and Development, 30(3), 417–424. https://doi.org/10.7322/jhgd.v30.11082 

Sohail, J., Sorenson Duncan, T., Koh, P. W., Deacon, S. H., & Chen, X. (2022). How syntactic awareness might influence reading comprehension in English–French bilingual children. Reading and Writing. https://doi.org/10.1007/s11145-021-10245-3 

Sorrell, D., & Brown, G. T. (2018). A comparative study of two interventions to support reading comprehension in primary-aged students. International Journal of Comparative Education and Development, 20(1), 67–87. https://doi.org/10.1108/ijced-08-2017-0018 

Southern Regional Education Board, (2018). Ready to Read, Ready to Succeed. www.sreb.org 

Spear-Swerling, L. (2018). Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities. Teaching Exceptional Children, 51(3), 201–211. https://doi.org/10.1177/0040059917750160 

Spear-Swerling, L. (2022). Structured Literacy Interventions: Teaching Students with Reading Difficulties, Grades K-6 (The Guilford Series on Intensive Instruction) (1st Ed.). The Guilford Press. USA. 

Spear-Swerling, L., Hougan, M., Odegard, T., & McCombes-Tolis, J. (2019). Structured literacy: An introductory guide. International Dyslexia Association. 

Spencer, M., & Wagner, R. K. (2018). The Comprehension Problems of Children With Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis. Review of Educational Research, 88(3), 366–400. https://doi.org/10.3102/0034654317749187 

Srinivas, S., & Ganesh Kumar, U. (2018). Vowel-Glide Sequences in Tamil. Shanlax International Journal of Arts, Science and Humanities, 6, (2), 8–11. 

Srinivasan, R., & Lohith, C. P. (2017). Pilot Study—Assessment of Validity and Reliability. India Studies in Business and Economics, 43–49. https://doi.org/10.1007/978-981-10-3590-6_6 

Stapa, M. A., & Mohammad, N. (2019). The Use of Addie Model for Designing Blended Learning Application at Vocational Colleges in Malaysia. Asia-Pacific Journal of Information Technology & Multimedia, 08(01), 49–62. https://doi.org/10.17576/apjitm-2019-0801-05 

Stevens, E. A., Austin, C., Moore, C., Scammacca, N., Boucher, A. N., & Vaughn, S. (2021). Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities. Exceptional Children, 87(4), 397–417. https://doi.org/10.1177/0014402921993406 

Strogilos, V., Avramidis, E., Voulagka, A., & Tragoulia, E. (2018). Differentiated instruction for students with disabilities in early childhood co-taught classrooms: types and quality of modifications. International Journal of Inclusive Education, 24(4), 443–461. https://doi.org/10.1080/13603116.2018.1466928 

Sunde, K., Furnes, B., & Lundetræ, K. (2019). Does Introducing the Letters Faster Boost the Development of Children’s Letter Knowledge, Word Reading and Spelling in the First Year of School? Scientific Studies of Reading, 1–18. https://doi.org/10.1080/10888438.2019.1615491 

Suraprajit, P. (2019). Bottom-up vs. Top-down Model: The Perception of Reading Strategies among Thai University Students. Journal of Language Teaching and Research, 10(3), 454. https://doi.org/10.17507/jltr.1003.07 

Susana, P., Sophia G., & Dimitrios S. (2021) Developing Reading Fluency of Students with Reading Difficulties through a Repeated Reading Intervention Program in a Transparent Orthography. Learning Disabilities: A Contemporary Journal 19(1), 49-67,  

Susanto, H. (2020). Reading Theories and Reading Comprehension; Review and Discussed. E-Structural, 2(2), 153–159. https://doi.org/10.33633/es.v2i2.3231 

Swart, E. K., Nielen, T. M., & Sikkema-de Jong, M. T. (2022). Does feedback targeting text comprehension trigger the use of reading strategies or changes in readers’ attitudes? A meta-analysis. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.12389 

Tafi, M.A. (2019) Dyslexia: Disabled or Di.erently Abled. Dyslexia and Traumatic Experiences. Frankfurt et al: Internationaler Verlag der Wissenschaften Peter Lang. GmbH: Frankfurt. Vol. 8. (P.175-187) 

Tansley, A. E. (2022). The beginning of reading. Reading and Remedial Reading, 27–37. Routledge. London. https://doi.org/10.4324/9781003290841-5 

Tasçi, S., & Turan, Ü. D. (2020). The Contribution of Lexical Breadth, Lexical Depth, and Syntactic Knowledge to L2 Reading Comprehension across Different L2 Reading Proficiency Groups. English Teaching & Learning. https://doi.org/10.1007/s42321-020-00065-z 

Tegmark, M., Alatalo, T., Vinterek, M., & Winberg, M. (2022). What motivates students to read at school? Student views on reading practices in middle and Lower-secondary School. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.12386 

Templeton, S. (2020). Stages, Phases, Repertoires, and Waves: Learning to Spell and Read Words. The Reading Teacher, 74(3). https://doi.org/10.1002/trtr.1951 

Thangarajan, R., Natarajan, A. M., & Selvam, M. (2009). Syllable modeling in continuous speech recognition for Tamil language. International Journal of Speech Technology, 12(1), 47–57. https://doi.org/10.1007/s10772-009-9058-0 

The World Bank. (2021). Integrating Early Childhood Care and Education in Sri Lanka: From Global Evidence to National Action (International Development in Focus). The World Bank. 

Thelijjagoda, S., Chandrasiri, M., Hewathudalla, D., Ranasinghe, P., & Wickramanayake, I. (2019). The Hope: An Interactive Mobile Solution to Overcome the Writing, Reading and Speaking Weaknesses of Dyslexia. The 14th International Conference on Computer Science & Education (ICCSE 2019), 808–813. 

Thomas, G. C. (2021). Research Methodology and Scientific Writing (2nd ed. 2021). Springer. New York. 

Tong, X., Deng, Q., & Tong, S. X. (2022). Syntactic awareness matters: uncovering reading comprehension difficulties in Hong Kong Chinese-English bilingual children. Annals of Dyslexia. https://doi.org/10.1007/s11881-022-00268-y 

Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M. (2020). A Meta-Analytic Review of the Relations between Motivation and Reading Achievement for K–12 Students. Review of Educational Research, 90(3), 420–456. https://doi.org/10.3102/0034654320919352 

Treiman, R. (2017). Linguistics and Reading In: Aronoff, M., & Rees-Miller, J. the Handbook of Linguistics (Blackwell Handbooks in Linguistics) (2nd Ed.). Wiley-Blackwell. 

Treiman, R. (2018a). What Research Tells Us About Reading Instruction? Psychological Science in the Public Interest, 19(1), 1–4. https://doi.org/10.1177/1529100618772272 

Treiman, R. (2018b). Teaching and Learning Spelling. Child Development Perspectives, 12(4), 235–239. https://doi.org/10.1111/cdep.12292 

Treiman, R., Hulslander, J., Olson, R. K., Willcutt, E. G., Byrne, B., & Kessler, B. (2019). The Unique Role of Early Spelling in the Prediction of Later Literacy Performance. Scientific Studies of Reading, 23(5), 437–444. https://doi.org/10.1080/10888438.2019.1573242 

Trust, T., & Pektas, E. (2018). Using the ADDIE Model and Universal Design for Learning Principles to Develop an Open Online Course for Teacher Professional Development. Journal of Digital Learning in Teacher Education, 34(4), 219–233. https://doi.org/10.1080/21532974.2018.1494521 

Tunmer, W. E., & Hoover, W. A. (2019). The cognitive foundations of learning to read: a framework for preventing and remediating reading difficulties. Australian Journal of Learning Difficulties, 24(1), 75–93. https://doi.org/10.1080/19404158.2019.1614081 

Turker, S., & Hartwigsen, G. (2021). The use of noninvasive brain stimulation techniques to improve reading difficulties in dyslexia: A systematic review. Human Brain Mapping, 43(3), 1157–1173. https://doi.org/10.1002/hbm.25700 

UNESCO. (2019). Educational attainment, at least completed lower secondary, population 25+, male (%) (Cumulative) - Sri Lanka | Data. Https://Data.Worldbank.Org/Indicator/SE.SEC.CUAT.LO.MA.ZS?end=2019&locations=LK&start=2017. 

UNICEF. (2020). Reimagining A better Sri Lanka for our children. Annual report 2020. Sri Lanka. 

Vadasy, P. F., & Sanders, E. A. (2020). Introducing grapheme-phoneme correspondences (GPCs): exploring rate and complexity in phonics instruction for kindergarteners with limited literacy skills. Reading and Writing. https://doi.org/10.1007/s11145-020-10064-y 

Vaknin-Nusbaum, V. (2021). Morphological Awareness: A Tool to Promote Reading Fluency and Accuracy in Hebrew in Students with Reading Disabilities. Learning Disabilities Research & Practice. https://doi.org/10.1111/ldrp.12236 

Vaknin-Nusbaum, V., & Nevo, E. (2021). Reading Fluency and Reading Motivation in Hebrew in Students with Reading Disabilities. Learning Disabilities Research & Practice, 36: 110-120. https://doi.org/10.1111/ldrp.12248 

Valdois, S., Reilhac, C., Ginestet, E., & Line Bosse, M. (2021). Varieties of Cognitive Profiles in Poor Readers: Evidence for a VAS-Impaired Subtype. Journal of Learning Disabilities, 54(3), 221–233. https://doi.org/10.1177/0022219420961332 

Van Reybroeck, M. (2020). Grammatical Spelling and Written Syntactic Awareness in Children with and Without Dyslexia. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01524 

Van Rijthoven, R., Kleemans, T., Segers, E., & Verhoeven, L. (2020). Response to Phonics through Spelling Intervention in Children with Dyslexia. Reading & Writing Quarterly, 37(1), 1–15. https://doi.org/10.1080/10573569.2019.1707732 

Van Rijthoven, R., Kleemans, T., Segers, E., & Verhoeven, L. (2021). Semantics impacts response to phonics through spelling intervention in children with dyslexia. Annals of Dyslexia. https://doi.org/10.1007/s11881-021-00233-1 

VanMeveren, K., Hulac, D., & Wollersheim-Shervey, S. (2018). Universal Screening Methods and Models: Diagnostic Accuracy of Reading Assessments. Assessment for Effective Intervention, 45(4), 255–265. https://doi.org/10.1177/1534508418819797 

Vasalou, A., Benton, L., Ibrahim, S., Sumner, E., Joye, N., & Herbert, E. (2021). Do children with reading difficulties benefit from instructional game supports? Exploring children’s attention and understanding of feedback. British Journal of Educational Technology, 52(6), 2359–2373. https://doi.org/10.1111/bjet.13145 

Vaughn, S., & Fletcher, J. (2021). Explicit Instruction as the Essential Tool for Executing the Science of Reading. The Reading League journal, 2(2), 4–11. 

Vaughn, S., Gersten, R., Dimino, J., Taylor, M. J., Newman-Gonchar, R., Krowka, S., Kieffer, M. J., McKeown, M., Reed, D., Sanchez, M., St. Martin, K., Wexler, J., Morgan, S., Yañez, A., & Jayanthi, M. (2022). Providing Reading Interventions for Students in Grades 4–9 (WWC 2022007). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from https://whatworks.ed.gov/. 

Vaughn, S., Roberts, G. J., Miciak, J., Taylor, P., & Fletcher, J. M. (2018). Efficacy of a Word- and Text-Based Intervention for Students with Significant Reading Difficulties. Journal of Learning Disabilities, 52(1), 31–44. https://doi.org/10.1177/0022219418775113 

Vazeux, M., Doignon-Camus, N., Bosse, M.-L., Mahé, G., Guo, T., & Zagar, D. (2020). Syllable-first rather than letter-first to improve phonemic awareness. Scientific Reports, 10(1). https://doi.org/10.1038/s41598-020-79240-y 

Verhoeven, L., Voeten, M., & Vermeer, A. (2019). Beyond the simple view of early first and second language reading: The impact of lexical quality. Journal of Neurolinguistics, 50, 28–36. https://doi.org/10.1016/j.jneuroling.2018.03.002 

Virinkoski, R., Lerkkanen, M. K., Holopainen, L., Eklund, K., & Aro, M. (2017). Teachers’ Ability to Identify Children at Early Risk for Reading Difficulties in Grade 1. Early Childhood Education Journal, 46(5), 497–509. https://doi.org/10.1007/s10643-017-0883-5 

Walgermo, B. R., Foldnes, N., Uppstad, P. H., & Solheim, O. J. (2018). Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling. Reading and Writing, 31(6), 1379–1399. https://doi.org/10.1007/s11145-018-9843-8 

Wang, H. L. S., Wang, N. Y. H., Chen, I. C., & Tsao, Y. (2019). Auditory identification of frequency-modulated sweeps and reading difficulties in Chinese. Research in Developmental Disabilities, 86, 53–61. https://doi.org/10.1016/j.ridd.2019.01.006 

Wang, Y. (2018). Emergent Reading and Brain Development. Early Childhood Education. https://doi.org/10.5772/intechopen.82423 

Wanzek, J., Petscher, Y., Al Otaiba, S., Rivas, B. K., Jones, F. G., Kent, S. C., Schatschneider, C., & Mehta, P. (2017). Effects of a yearlong supplemental reading intervention for students with reading difficulties in fourth grade. Journal of Educational Psychology, 109, 1103-1119. 

Ward, A., Bush, H., & Braaten, E. B. (2018). Reading Disorders/Dyslexia. In: Wilson, K. H., & Braaten, E. B. The Massachusetts General Hospital Guide to Learning Disabilities, 21–37. Springer Nature, Switzerland https://doi.org/10.1007/978-3-319-98643-2_2 

Washburn, E. K., & Mulcahy, C. A. (2018). Morphology Matters, but What Do Teacher Candidates Know About It? Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 42(3), 246–262. https://doi.org/10.1177/0888406418806649 

Weingarten, R. (2020). Teaching reading is rocket science: Foreword: For the Love of Reading. Washington, DC: American Federation of Teachers. 

West, G., Snowling, M. J., Lervåg, A., Buchanan-Worster, E., Duta, M., Hall, A., McLachlan, H., & Hulme, C. (2021). Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial. Journal of Child Psychology and Psychiatry, 62(12), 1425–1434. https://doi.org/10.1111/jcpp.13415 

Westerveld, M. F., Armstrong, R. M., & Barton, G. M. (2020). Reading Success in the Primary Years: An Evidence-Based Interdisciplinary Approach to Guide Assessment and Intervention (Springer briefs in Education) (1st ed. 2020 Ed.). Springer. Singapore. 

White, S., Sabatini, J., Park, B. J., Chen, J., Bernstein, J., and Li, M. (2021). The 2018 NAEP Oral Reading Fluency Study (NCES 2021-025). U.S. Department of Education. Washington, DC: Institute of Education Sciences, National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021025. 

Whitney, T., & Ackerman, K. B. (2020). Acknowledging Student Behavior: A Review of Methods Promoting Positive and Constructive Feedback. Beyond Behavior, 29(2), 86–94. https://doi.org/10.1177/1074295620902474 

Wijaythilake, M. A. D. K., Parrila, R., Inoue, T., & Nag, S. (2018). Instruction Matters to the Development of Phoneme Awareness and Its Relationship to Akshara Knowledge and Word Reading: Evidence from Sinhala. Scientific Studies of Reading, 22(5), 420–433. https://doi.org/10.1080/10888438.2018.1466890 

Wilson, L. A. (2019). Quantitative Research. Handbook of Research Methods in Health Social Sciences, 27–49. https://doi.org/10.1007/978-981-10-5251-4_54 

Wimmer, H., & Ludersdorfer, P. (2018). Searching for the Orthographic Lexicon in the Visual Word Form Area. Literacy Studies, 57–69. https://doi.org/10.1007/978-3-319-90805-2_3 

Winskel, H. (2020). Learning to Read in Multilingual Malaysia: A Focus on Bahasa Melayu, Tamil and Chinese. GEMA Online® Journal of Language Studies, 20(1), 1–15. https://doi.org/10.17576/gema-2020-2001-01 

Witruk, E. (2019). Dyslexia – Does It Still Exist? Dyslexia and Traumatic Experiences. In: Frankfurt et al., Internationaler Verlag der Wissenschaften Peter Lang. GmbH: Frankfurt. Vol. 8. (P.169-174) 

Wojcik, E. H. (2017). The Development of Lexical-Semantic Networks in Infants and Toddlers. Child Development Perspectives, 12(1), 34–38. https://doi.org/10.1111/cdep.12252 

Woods, L., & Graham, K. K. (2020). Are Scientific Reading Instruction and Dyslexia Interventions the Same? Distinctions for Elementary Education Preparation Programs. SRATE Journal, 29(1), NL. 

Wu, S., Stratton, K. K., & Gadke, D. L. (2019). Maximizing Repeated Readings: the Effects of a Multicomponent Reading Fluency Intervention for Children with Reading Difficulties. Contemporary School Psychology, 24(2), 217–227. https://doi.org/10.1007/s40688-019-00248-x 

Yaddanapudi, S., & Yaddanapudi, L. (2019). How to design a questionnaire. Indian Journal of Anaesthesia, 63(5), 335. https://doi.org/10.4103/ija.ija_334_19 

Yang, A. C. M., Chen, I. Y. L., Flanagan, B., & Ogata, H. (2021). Automatic Generation of Cloze Items for Repeated Testing to Improve Reading Comprehension. Educational Technology & Society, 24 (3), 147–158. 

Yi, W., Lu, S., & Dekeyser, R. (2022). Orthographic, Semantic, and Contextual Influences on Initial Processing and Learning of Novel Words during Reading: Evidence from Eye Movements. Chinese Journal of Applied Linguistics, 45(2), 194–219. https://doi.org/10.1515/cjal-2022-0203 

Yu, Z., & Zhu, Q. (2019). Schema Theory-Based Flipped Classroom Model Assisted With Technologies. International Journal of Information and Communication Technology Education, 15(2), 31–48. https://doi.org/10.4018/ijicte.2019040103 

Yunus, H., & Ahmad, N. A. (2022). Understanding the Definition and Characteristics of Dyslexia. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(5), e001353. https://doi.org/10.47405/mjssh.v7i5.1353 

Yusoff, M. S. B. (2019). ABC of Response Process Validation and Face Validity Index Calculation. Education in Medicine Journal, 11(3), 55–61. https://doi.org/10.21315/eimj2019.11.3.6 

Yusoff, M. S. B., Arifin, W. N., & Hadie, S. N. H. (2021). ABC of Questionnaire Development and Validation for Survey Research. Education in Medicine Journal, 13(1), 97–108. https://doi.org/10.21315/eimj2021.13.1.10 

Zaric, J., & Nagler, T. (2021). Reading comprehension on word- and sentence-level can be predicted by orthographic knowledge for German children with poor reading proficiency. Reading and Writing. https://doi.org/10.1007/s11145-021-10126-9 

Zaric, J., Hasselhorn, M., & Nagler, T. (2020). Orthographic knowledge predicts reading and spelling skills over and above general intelligence and phonological awareness. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-020-00464-7 

Zawacki-Richter, O., Kerres, M., Bedenlier, S., Bond, M., & Buntins, K. (2020). Systematic Reviews in Educational Research: Methodology, Perspectives and Application (1st ed. 2020 Ed.). Springer VS, German. 

Zhang, H., & Roberts, L. (2019). The role of phonological awareness and phonetic radical awareness in acquiring Chinese literacy skills in learners of Chinese as a second language. System, 81, 163–178. https://doi.org/10.1016/j.system.2019.02.007 

Zhang, L. (2018). Metacognitive and Cognitive Strategy Use in Reading Comprehension: A Structural Equation Modelling Approach (Springer briefs in Education) (1st ed. 2018 Ed.). Springer. Singapore. 

Zhao, A., Guo, Y., & Dinnesen, M. S. (2021). The direct and indirect effects of language and cognitive skills on Chinese reading comprehension. Reading and Writing. https://doi.org/10.1007/s11145-021-10192-z 

Zhao, Y., Sun, P., Xie, R., Chen, H., Feng, J., & Wu, X. (2019). The relative contributions of phonological awareness and vocabulary knowledge to deaf and hearing children’s reading fluency in Chinese. Research in Developmental Disabilities, 92, 103444. https://doi.org/10.1016/j.ridd.2019.103444 

Ziegler, J. C., Perry, C., & Zorzi, M. (2020). Learning to Read and Dyslexia: From Theory to Intervention through Personalized Computational Models. Current Directions in Psychological Science, 096372142091587. https://doi.org/10.1177/0963721420915873