Experimental evidence for the effects of instructional bias on word identification

Differentiating between difficult-to-remediate and readily remediated poor readers: more evidence against the IQ-achievement discrepancy definition of reading disability.

Journal of learning disabilities·2004

Normal reading despite limited eye movements.

Journal of AAPOS : the official publication of the American Association for Pediatric Ophthalmology and Strabismus·1999

Age changes in the missing-letter effect reflect the reader's growing ability to extract the structure from text.

Journal of experimental child psychology·1998

Semantic and phonological coding in poor and normal readers.

Journal of experimental child psychology·1995

Free recall of concrete and abstract words in poor and normal readers.

Journal of experimental child psychology·1985

Inter- versus intra-hemispheric learning in dyslexic and normal readers.

Developmental medicine and child neurology·1978

School-to-Work Transition of Youth with Learning Difficulties: The Role of Motivation and Autonomy Support.

Exceptional children·2026

Multitiered Systems of Support, Adaptive Interventions, and SMART Designs.

Exceptional children·2022

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·2021

The Relationship Between Study Quality and the Effects of Supplemental Reading Interventions: A Meta-Analysis.

Exceptional children·2019

How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties.

Exceptional children·2019

Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?

Exceptional children·2019

Visual perspective-taking and image-like representations: we can see it.

Cognition·2026

Assessment of Technology Usage and Literacy From a Patient Tech Testing Panel in an Adult Primary Care Practice: Cross-Sectional Study.

JMIR formative research·2026

Distraction by deviant sounds: Response repetition vs. response change.

PloS one·2026

Implicit memory reveals implicit bias in humans and machines.

Memory & cognition·2026

Advancing Generative Artificial Intelligence for Clinical Assessment: Commentary on Chen, Horga, and Escola 2026.

Schizophrenia bulletin·2026

The Persian internet gaming cognition scale: A psychometric evaluation among Iranian adolescents.

Addictive behaviors reports·2026

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Experimental evidence for the effects of instructional bias on word identification

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Differentiating between difficult-to-remediate and readily remediated poor readers: more evidence against the IQ-achievement discrepancy definition of reading disability.

Normal reading despite limited eye movements.

Age changes in the missing-letter effect reflect the reader's growing ability to extract the structure from text.

Semantic and phonological coding in poor and normal readers.

Free recall of concrete and abstract words in poor and normal readers.

Inter- versus intra-hemispheric learning in dyslexic and normal readers.

School-to-Work Transition of Youth with Learning Difficulties: The Role of Motivation and Autonomy Support.

Multitiered Systems of Support, Adaptive Interventions, and SMART Designs.

Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities.

The Relationship Between Study Quality and the Effects of Supplemental Reading Interventions: A Meta-Analysis.

How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties.

Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?

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Experimental evidence for the effects of instructional bias on word identification

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