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Achenbach, T. M. & Rescorla, L. A. (2001). Manual for ASEBA School-Age Forms & Profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders, 5th Edition. N.Y.: APA.
Bracken B. A. (1993). Test di valutazione dell’autostima. Trento: Edizioni Erikson.
Burden, R. (2008). Is dyslexia necessarily associated with negative feelings of self‐worth? A review and implications for future research. Dyslexia, 14 (3), 188-196.
Chilca, M. (2017). Autoestima, hábitos de estudio y rendimiento académico en estudiantes universitarios. Propósitos y Representaciones, 5(1), 71-127. doi:http://dx.doi.org/10.20511/pyr2017.v5n1.145
Eysenck, M. W., Derakshan, N., Santos, R. & Calvo, M.G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7, 336-353.
Frigerio, A., Cozzi, P., Pastore, V., Molteni, M., Borgatti, R., Montirosso, R. (2006). La valutazione dei problemi emotivo comportamentali in un campione italiano di bambini in età prescolare attraverso la Child. Behavior Checklist e ill Caregiver – Teacher Report Form. Infanzia e Adolescenza, 5 (1), 24-37, 2006.
Humphrey, N. & Mullins, P. (2002). Personal constructs and attribution for academic success and failure in dyslexics. British Journal of Special Education, 29 (4), 196-203.
Humphrey, N. (2002). Self-concept and self-esteem in developmental dyslexia: implications for theory and practice [Online]. Recuperado el 3 de Enero de 2014, de http://self.uws.edu.au/Conferences/2002_CD_Humphrey.pdf.
Keltikangas-Järvinen, L. (1992). Self-esteem as a predictor of future school achievement. European Journal of Psychology of Education, 7 (2), 123-130.
Le Floch A y Ropars G. (2017). Left-right asymmetry of the Maxwell spot centroids in adults without and with dyslexia. Proceedings Royal Society, 284, 1-10. http://dx.doi.org/10.1098/rspb.2017.1380
López Sala, A. et al. (2015). Dislexia, un enfoque teórico-práctico. Barcelona: Horsori.
March, J. S., Parker, J. D. A., Sullivan, K., Stallings, P. & Conners, C.K. (1997). The Multidimensional Anxiety Scale for Children (MASC): Factor structure, reliability, and validity. Journal of American Academy of Child and Adolescent Psychiatry, 36, 554-565.
Moè, A., De Beni, R. & Cornoldi, C. (2007). Difficoltà d’apprendimento: Aspetti emotivo-motivazionali. In C. Cornoldi (a cura di), Difficoltà e disturbi dell’apprendimento (pp.253-271) Bologna: Il Mulino.
Mugnaini, D., Chelazzi, C. & Romagnoli, C. (2008). Correlati psicosociali della dislessia: Una rassegna, Dislessia, 5 (2), 195-210.
Nelson, J. M. & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of Learning Disabilities, 44 (1), 3-17.
Nicolson, R. I. & Fawcett, A. J. (2011). Dyslexia, dysgraphia, procedural learning and the cerebellum. Cortex, 47 (1), 117-127.
Peterson, R. L., & Pennington, B. F. (2012). Developmental dyslexia. Lancet, 379 (9830), 1997-2007. doi: 10.1016/S0140-6736(12)60198-6.
Polychroni, F., Koukoura, K. & Anagnostou, I. (2006). Academic self-concept, reading attitudes and approaches to learning of children with dyslexia: do they differ from their peers? European Journal of Special Needs Education, 21 (4), 415-30.
Ramus, F. (2003). Developmental dyslexia: specific phonological deficit or general sensorimotor dysfunction?. Current opinion in neurobiology, 13(2), 212-218.
Riddick B. (1996). Living with dyslexia. The social and emotional consequences of special learning difficulties. London: Routledge.
Riddick, B., Sterling, C., Farmer, M. & Morgan, S. (1999). Self-esteem and anxiety in the educational histories of adult dyslexic students. Journal of Dyslexia, 5, 227-248.
Rodríguez, A., Estévez, M. & Palomares, J. (2015). Tratamiento curricular de la Imagen corporal, Autoestima y Autoconcepto en España. Revista propósitos y representaciones, 3(1), 9-70. http://investigacion.usil.edu.pe/ojs/index.php?journal=pyr&page=article&op=view&path[]=75&path[]=96
Ryan, M. (2006). Problemi sociali ed emotivi legati alla dislessia. Dislessia, 3 (1), 29-35.
Serrano, F. & Defior, S. (2008). Dyslexia speed problems in a transparent orthography. Annals of Dyslexia, 58 (1), 81.
Shaywitz, B. et al. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological psychiatry, 55, 926-933.
Shaywitz, S. et al. (1992). Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability. The New England Journal of Medicine, 326 (3), 145.
Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Mencl, W. E., Fulbright, R. K., Skudlarski, P., ... & Gore, J. C. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological psychiatry, 52(2), 101-110.
Shaywitz, S. et al. (2008). The education of dyslexic children from childhood to young adulthood. Annu Rev Psychol, 59, 451-75.
Thambirajah, S. (2010). Developmental dyslexia: clinical aspects Advances in Psychiatric Treatment, 16 (5), 380-387. doi: 10.1192/apt.bp.108.006239.
Zuppardo, L., Rodríguez, A. y Serrano, F. (2017). Modelo piloto de estudio del tratamiento rehabilitador de autoestima y comportamiento en adolescentes con dislexia y disortografía mediante su mejora lectoescritora. Propósitos y Representaciones, 5 (2), 359-400. doi: http://dx.doi.org/10.20511/pyr2017.v5n2.174
Zuppardo, L., Serrano, F. y Pirrone, C. (2017). Delimitando el perfil emotivo-conductual en niños y adolescentes con dislexia. Revista Educativa de Trabajos Orientados al Siglo XXI (RETOS XXI), 1, 88-104. Recuperado de http://revistas.utp.ac.pa/index.php/retoxxi/article/view/1521
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders, 5th Edition. N.Y.: APA.
Bracken B. A. (1993). Test di valutazione dell’autostima. Trento: Edizioni Erikson.
Burden, R. (2008). Is dyslexia necessarily associated with negative feelings of self‐worth? A review and implications for future research. Dyslexia, 14 (3), 188-196.
Chilca, M. (2017). Autoestima, hábitos de estudio y rendimiento académico en estudiantes universitarios. Propósitos y Representaciones, 5(1), 71-127. doi:http://dx.doi.org/10.20511/pyr2017.v5n1.145
Eysenck, M. W., Derakshan, N., Santos, R. & Calvo, M.G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7, 336-353.
Frigerio, A., Cozzi, P., Pastore, V., Molteni, M., Borgatti, R., Montirosso, R. (2006). La valutazione dei problemi emotivo comportamentali in un campione italiano di bambini in età prescolare attraverso la Child. Behavior Checklist e ill Caregiver – Teacher Report Form. Infanzia e Adolescenza, 5 (1), 24-37, 2006.
Humphrey, N. & Mullins, P. (2002). Personal constructs and attribution for academic success and failure in dyslexics. British Journal of Special Education, 29 (4), 196-203.
Humphrey, N. (2002). Self-concept and self-esteem in developmental dyslexia: implications for theory and practice [Online]. Recuperado el 3 de Enero de 2014, de http://self.uws.edu.au/Conferences/2002_CD_Humphrey.pdf.
Keltikangas-Järvinen, L. (1992). Self-esteem as a predictor of future school achievement. European Journal of Psychology of Education, 7 (2), 123-130.
Le Floch A y Ropars G. (2017). Left-right asymmetry of the Maxwell spot centroids in adults without and with dyslexia. Proceedings Royal Society, 284, 1-10. http://dx.doi.org/10.1098/rspb.2017.1380
López Sala, A. et al. (2015). Dislexia, un enfoque teórico-práctico. Barcelona: Horsori.
March, J. S., Parker, J. D. A., Sullivan, K., Stallings, P. & Conners, C.K. (1997). The Multidimensional Anxiety Scale for Children (MASC): Factor structure, reliability, and validity. Journal of American Academy of Child and Adolescent Psychiatry, 36, 554-565.
Moè, A., De Beni, R. & Cornoldi, C. (2007). Difficoltà d’apprendimento: Aspetti emotivo-motivazionali. In C. Cornoldi (a cura di), Difficoltà e disturbi dell’apprendimento (pp.253-271) Bologna: Il Mulino.
Mugnaini, D., Chelazzi, C. & Romagnoli, C. (2008). Correlati psicosociali della dislessia: Una rassegna, Dislessia, 5 (2), 195-210.
Nelson, J. M. & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of Learning Disabilities, 44 (1), 3-17.
Nicolson, R. I. & Fawcett, A. J. (2011). Dyslexia, dysgraphia, procedural learning and the cerebellum. Cortex, 47 (1), 117-127.
Peterson, R. L., & Pennington, B. F. (2012). Developmental dyslexia. Lancet, 379 (9830), 1997-2007. doi: 10.1016/S0140-6736(12)60198-6.
Polychroni, F., Koukoura, K. & Anagnostou, I. (2006). Academic self-concept, reading attitudes and approaches to learning of children with dyslexia: do they differ from their peers? European Journal of Special Needs Education, 21 (4), 415-30.
Ramus, F. (2003). Developmental dyslexia: specific phonological deficit or general sensorimotor dysfunction?. Current opinion in neurobiology, 13(2), 212-218.
Riddick B. (1996). Living with dyslexia. The social and emotional consequences of special learning difficulties. London: Routledge.
Riddick, B., Sterling, C., Farmer, M. & Morgan, S. (1999). Self-esteem and anxiety in the educational histories of adult dyslexic students. Journal of Dyslexia, 5, 227-248.
Rodríguez, A., Estévez, M. & Palomares, J. (2015). Tratamiento curricular de la Imagen corporal, Autoestima y Autoconcepto en España. Revista propósitos y representaciones, 3(1), 9-70. http://investigacion.usil.edu.pe/ojs/index.php?journal=pyr&page=article&op=view&path[]=75&path[]=96
Ryan, M. (2006). Problemi sociali ed emotivi legati alla dislessia. Dislessia, 3 (1), 29-35.
Serrano, F. & Defior, S. (2008). Dyslexia speed problems in a transparent orthography. Annals of Dyslexia, 58 (1), 81.
Shaywitz, B. et al. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological psychiatry, 55, 926-933.
Shaywitz, S. et al. (1992). Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability. The New England Journal of Medicine, 326 (3), 145.
Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Mencl, W. E., Fulbright, R. K., Skudlarski, P., ... & Gore, J. C. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological psychiatry, 52(2), 101-110.
Shaywitz, S. et al. (2008). The education of dyslexic children from childhood to young adulthood. Annu Rev Psychol, 59, 451-75.
Thambirajah, S. (2010). Developmental dyslexia: clinical aspects Advances in Psychiatric Treatment, 16 (5), 380-387. doi: 10.1192/apt.bp.108.006239.
Zuppardo, L., Rodríguez, A. y Serrano, F. (2017). Modelo piloto de estudio del tratamiento rehabilitador de autoestima y comportamiento en adolescentes con dislexia y disortografía mediante su mejora lectoescritora. Propósitos y Representaciones, 5 (2), 359-400. doi: http://dx.doi.org/10.20511/pyr2017.v5n2.174
Zuppardo, L., Serrano, F. y Pirrone, C. (2017). Delimitando el perfil emotivo-conductual en niños y adolescentes con dislexia. Revista Educativa de Trabajos Orientados al Siglo XXI (RETOS XXI), 1, 88-104. Recuperado de http://revistas.utp.ac.pa/index.php/retoxxi/article/view/1521
Créditos. (2018). Teoría de la Educación. Revista Interuniversitaria, 30(2), II. https://doi.org/10.14201/19657
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