| Issue Date | Title | Author(s) |
| 2014 | Accessing tertiary education: in expectations and realities for student experiencing disabilities | Hettiarachchi, S.; Attanayake, L.D.; Ranaweera, M.; Walisundara, D. |
| 2013 | Accessing tertiary education: Rights and realities for students experiencing disabilities | Hettiarachchi, S.; Daskon-Attanayake, L.; Das, A.; Jalil, I.; Chanaka, W.; Walisundara, D.; Ranaweera, M.; Rassool, R. |
| 2016 | Colour me…orange? : Incorporating Aspects of the Colourful Semantics Approach into English as a Second Language Lessons at Preschool | Hettiarachchi, S.; Walisundara, D.; Ranaweera, M. |
| 2018 | Colour Me…Orange? incorporating aspects of the colourful semantics approach into a TESOL programme at preschool | Hettiarachchi, S.; Ranaweera, M.; Walisundara, D.C. |
| 2015 | Constructing ‘disabilities’ and ‘inclusion’: An explanatory models of disability and inclusive education among teachers in Sri Lanka | Hettiarachchi, S.; Ranaweera, M.; Walisundara, D. |
| 2014 | Developing and validating a Sinhala phonology assessment for children aged between 3 to 6 years: trends observed and lessons learnt | Nonis, P.D.M.; Ranaweera, M.; Saleem, S.; Udugama, K.L.L.G.; Lokubalasuriya, T.; Hettiarachchi, S. |
| 2022 | The Effectiveness of a multisensory traditional storytelling programme on target vocabulary development in children with disabilities accessing English as a second language: A preliminary study | Hettiarachchi, S.; Walisundara, D.C.; Ranaweera, M. |
| 2021 | The Effectiveness of using multi-sensory children’s stories on vocabulary development in young deaf and hard-of-hearing children | Hettiarachchi, S.; Ranaweera, M.; Disanayake, H.M.L.N. |
| 2019 | The Effectiveness of using the colourful semantics approach to support language development with children who are deaf or hard-of-hearing | Hettiarachchi, S.; Ranaweera, M. |
| 2012 | Explicit Instructional Techniques Used in Teaching Vocabulary through Reading | Ranaweera, M. |
| 2013 | Explicit instructional techniques used in teaching vocabulary through reading | Ranaweera, M. |
| 2016 | Including all: Perceptions of mainstream teachers on inclusive education in the Western Province of Sri Lanka | Hettiarachchi, S.; Das, A.; Ranaweera, M.; Attanayake, L.D.; Walisundara, D. |
| 2018 | Including All? perceptions of mainstream teachers on inclusive education in the Western Province of Sri Lanka | Hettiarachchi, S.; Ranaweera, M.; Walisundara, D.; Daston-Attanayake, L.; Das, A. K. |
| 2015 | International feedback in naturalistic interaction between L2 English learners | Ranaweera, M. |
| 2015 | Language matters: an analysis of the language of disability within selected political speeches of the elections of 2015 in Sri Lanka | Hettiarachchi, S.; Ranaweera, M.; Walisundara, D.; Daskon-Attanayake, L. |
| 2013 | Story Boxes: using a multisensory story approach to develop vocabulary in children experiencing language-learning difficulties | Hettiarachchi, S.; Ranaweera, M. |
| 2011 | /t/ before /th/ or /th/ before /t/: Assessing the trajectory of Sinhala speech sound and phonology development | Hettiarachchi, S.; Ranaweera, M. |
| 2021 | /t/ before /ʈ/ or /ʈ/ before /t/: Emerging trends from a preliminary study of consonant acquisition in typically developing sinhala-speaking children aged 3 to 6 years | Hettiarachchi, S.; Ranaweera, M.; Rajapaksha, R.M.W. |
| 2007 | When to Teach What: A Study of Natural Order of L2 Morpheme Acquisition | Ranaweera, M. |
| 2009 | When to tech what: a study of natural order of 1.2 morpheme acquisition | Ranaweera, M. |
