Ahmad, N. A., & Khoo, Y.Y. (2019). Using interactive media to support reading skills

among underachiever children. International Journal of Innovation, Creativity and

Change, 8(7), 81-88.

Ahmad, N. A., & Rosmanizam, S.C.L. (2017). Interactive multimedia activities using

augmented reality to promote reading and writing skills amongst young children.

Journal of Teaching and Education, 6(2), 193-198.

Ahmad, N.A. (2017). Engaging and facilitating language skills using augmented reality

as a medium of learning and teaching. Journal of Teaching and Education, 06(02),

133-138.

Alsobhi, A.Y., & Alyoubi, K.H. (2019). Adaptation algorithms for selecting personalized

learning experience based on learning style and dyslexia. Data Technologies and

Applications, 53(2), 189-200.

Polat, E., Cagiltay. K., Aykut. C.. & Karasu. N. (2019). Evaluation of a tangible mobile

application for students with specific learning disabilities. Australian Journal of

Learning Difficulties, 24(1), 95-108.

Boily, E., Ouellet, C., & Turcotte, C. (2015). Effects of an assisted repeated reading

program on student fluency in a large class in Burkina Faso. Procedia Social and

Behavioral Sciences, 174, 244-250.

Goh, P.S.C., & Wong, K.T. (2014). Discerning beginning teachers’ conceptions of

competence through a phenomenographic investigation. Journal of Research,

Policy & Practice of Teachers and Teacher Education, 4(1), 40-47.

Herbert, K. E. D., Massey-Garrison, A., & Geva, E. (2019). A developmental

examination of narrative writing in EL and ELL school children who are typical

readers, poor decoders or or poor comprehenders. Journal of Learning Disabilities,

53(1), 1-12.

Kormos, J. (2017). The Effects of Specific Learning Difficulties on Processes of

Multilingual language Development. Cambridge University Press, 37, 30-44.

Lin, Y. (2016). Oral reading fluency with peer-assisted reading via

telecollaboration. Innovation in Language Learning and Teaching, 10(3), 272-281.

Mason, L. H., Davison, M. D., Hammer, C. S., Miller, C. A., & Glutting, J. J. (2013).

Knowledge, writing, and language outcomes for a reading comprehension and

writing intervention. Reading Writing, 26,1133-1158.

Morris, D., & Perney, J., (2018). Using a sight word measure to predict reading fluency

problems in Grades 1 to 3. Reading & Writing Quarterly, 34(4), 338-348.

Padeliadu, S., & Antoniou, F. (2014) The Relationship Between Reading

Comprehension, Decoding, and Fluency in Greek: A Cross-Sectional Study.

Reading & Writing Quarterly: Overcoming Learning Difficulties, 30(1), 1-31.

Pallant, J. (2007). SPSS survival manual: a step by step guide to data analysis using SPSS

for windows. 3rd Edition. McGraw Hill Open University Press, New York.

Tang, J.. & Zhang, P. (2018). Exploring the relationships between gamification and

motivational needs in technology design. International Journal of Crowd

Science, 3(1), 87-103.

Zeng, Z., Tang, J., & Wang, T. (2017). Motivation mechanism of gamification in crowd

sourcing projects. International Journal of Crowd Science, 1(1), 71-82.