Bandura, A. (1977). Social learning theory. Prentice Hall, Inc.
Google Scholar
Bandura, A. (1983). Self-efficacy determinants of anticipated fears and calamities. Journal of Personality and Social Psychology, 45, 464–469.
Google Scholar
Bandura, A. (1986). Social foundations of thought and action: A social-cognitive theory. Prentice-Hall, Inc.
Google Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Google Scholar
Bogdanowicz, M. (1993). Specyficzne trudności w opanowaniu mowy pisanej: czytania i pisania [Specific Writing and Reading Difficulties]. In T. Gałkowski, Z. Tarkowski, & Z. Zaleski (Eds.), Diagnoza i terapia zaburzeń mowy [Diagnosis and Therapy of Speech Impairment], (pp. 203–229). UMCS.
Google Scholar
Chastain, K. (1988). Developing second language skills: Theory and practice (3rd ed.). Harcourt Brace Jovanovich.
Google Scholar
Cimermanova, I. (2015). Teaching foreign languages to learners with special educational needs: E-textbooks for foreign language teachers. Constantine The Philosopher University.
Google Scholar
Crombie, M. A. (2000). Dyslexia and learning of a foreign language at school: Where are we going? Dyslexia 6, 112–123.
Google Scholar
Dooley, J. (2019). Flash. Student’s book. Express Publishing.
Google Scholar
Frost, R. (2005). Orthographic systems and skills word recognition in reading. In M. J. Snowling & C. Hulme (Eds.), The science of reading. A handbook (pp. 272–295). Blackwell.
Google Scholar
Ganschow, L., & Sparks, R. L. (2000). Reflection on language study for students with language learning problems: Research, issues and challenges. Dyslexia, 6, 87–100.
Google Scholar
Ganschow, L., Sparks, R. L., & Javorsky, J. (1998). Foreign language learning difficulties: A historical perspective. Journal of Learning Disabilities, 31(3), 248–258.
Google Scholar
Gillingham, A., & Stillman, B. W. (1960). Remedial training for children with specific disability in reading, spelling and penmanship (7th ed.). Educators Publishing Service.
Google Scholar
Kormos, J., Sarkardi, A., & Csizer, K. (2009). The language learning experiences of students with dyslexia: Lessons from an interview study. Innovation in Language Learning and Teaching, 3(2), 115–130.
Google Scholar
Kormos, J., & Smith, A. M. (2012). Teaching languages to students with specific learning difficulties. Multilingual Matters [Book review], CEPS Journal, 2, 181–183.
Google Scholar
Nijakowska, J. (2010). Dyslexia in foreign language classroom. Multilingual Matters.
Google Scholar
Sparks, R., Patton, J., Ganschow, L., Humbach, N., & Javorsky, J. (2006). Native language predictors of foreign language proficiency and foreign language aptitude. Annals of Dyslexia, 56, 129–160.
Google Scholar
Spencer, K. (2007). Predicting children’s word-spelling difficulty for common English words from measures of orthographic transparency phonemic and graphemic length and word frequency. British Journal of Psychology, 98, 305–338.
Google Scholar
Shunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26 (3–4), 207–231.
Google Scholar
Sparks, R., Ganschow, L., Kenneweg, S., & Miller, K. (1991). Orthon Gillinham approach to teach a foreign language to dyslexic/learning disabled students: Explicit teaching of phonology in a second language. Annals of Dyslexia, 45, 187–214.
Google Scholar
Stagg, S. D., & Eaton, E. (2018). Self-efficacy in undergraduate students with dyslexia: A mixed methods investigation. British Journal of Special Education, 45(2), 1–29.
Google Scholar
Usher, E. L., & Pajeras, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31(2), 125–141.
Google Scholar
Wermouth, J. P., & Reid, G. (2008). Ocena i planowanie nauczania oraz nauki. [Assessment and Planning of Teaching and Learning]. In G. Reid & J. Wermouth (Eds.), Dysleksja. Teoria I praktyka [Dyslexia. Theory and Practice] (pp. 211–234). Gdańskie Wydawnictwo Psychologiczne.
Google Scholar