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Annals of Dyslexia|August 17, 2011
Teaching children with dyslexia to spell in a reading-writers' workshopVirginia W Berninger, Yen-Ling Lee, Robert D Abbott, et al.Annals of Dyslexia|May 8, 2014
RAN as a predictor of reading skills, and vice versa: results from a randomised reading interventionUlrika WolffAnnals of Dyslexia|August 1, 2014
Dyslexic and skilled reading dynamics are self-similarJohn G Holden, Lieke T Greijn, Marieke M J W van Rooij, et al.Annals of Dyslexia|September 25, 2015
Too little or too much? Parafoveal preview benefits and parafoveal load costs in dyslexic adultsSusana Silva, Luís Faísca, Susana Araújo, et al.Annals of Dyslexia|October 24, 2015
Implicit learning of non-linguistic and linguistic regularities in children with dyslexiaLuciana Nigro, Gracia Jiménez-Fernández, Ian C Simpson, et al.Annals of Dyslexia|February 10, 2016
Providing English foreign language teachers with content knowledge to facilitate decoding and spelling acquisition: a longitudinal perspectiveJanina Kahn-HorwitzAnnals of Dyslexia|November 13, 2020
Influences of individual, text, and assessment factors on text/discourse comprehension in oral language (listening comprehension)Young-Suk Grace Kim, Yaacov PetscherAnnals of Dyslexia|January 20, 2020
Variations in the use of simple and context-sensitive grapheme-phoneme correspondences in English and German developing readersXenia Schmalz, Serje Robidoux, Anne Castles, et al.Annals of Dyslexia|August 16, 2015
Knowledge and beliefs about developmental dyslexia in pre-service and in-service Spanish-speaking teachersManuel Soriano-Ferrer, Joyce Echegaray-Bengoa, R Malathesa JoshiAnnals of Dyslexia|May 24, 2022
The reading profiles of late elementary English learners with and without risk for dyslexiaJeremy Miciak, Yusra Ahmed, Phil Capin, et al.Pageof 59