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Annals of Dyslexia|January 27, 2023
Writing proficiency in English as L2 in Spanish children with dyslexiaMarta Álvarez-Cañizo, Olivia Afonso, Paz Suárez-CoallaAnnals of Dyslexia|November 25, 2025
Kindergarten predictors of dyslexia pathways in Hebrew: a 5-year longitudinal studyRotem Yinon, Dana Tal, Shelley Shaul, et al.Annals of Dyslexia|October 12, 2025
From taskforce to blueprint: implementation of literacy policy in KansasDavid P Hurford, Alex C Fender, Michaela R Ozier, et al.Annals of Dyslexia|July 16, 2025
Determinants to implementing a new early literacy screener: Barriers and facilitatorsStephanie Tatel, Laura Jo Darcy, Emily J Solari, et al.Annals of Dyslexia|July 17, 2025
Efficacy of neurofeedback in the treatment of Dyslexia: a systematic reviewMiguel López-Zamora, Nadia Porcar-Gozalbo, María Rodríguez Moreno, et al.Annals of Dyslexia|December 5, 2025
Aetiologies of basic biliteracy difficulties in Hong Kong Chinese children: A latent profile analysis with twin dataShuting Huo, Anna Jia-Jun Zhang, Mo Zheng, et al.Annals of Dyslexia|January 11, 2025
Exploring sources of reading comprehension difficulties among adolescents in Taiwan: a latent profile analysis with a focus on content-area readingHsuan-Hui Wang, Li-Yu HungAnnals of Dyslexia|March 25, 2024
The critical role of instructional response in defining and identifying students with dyslexia: a case for updating existing definitionsSharon Vaughn, Jeremy Miciak, Nathan Clemens, et al.Annals of Dyslexia|September 11, 2024
Dyslexia in the 21st century: revisiting the consensus definitionTimothy N Odegard, Emily A Farris, Anna E MiddletonAnnals of Dyslexia|May 13, 2026
The dynamics of RAN and cognitive-linguistic skills in vowelized and unvowelized Hebrew word reading among children with reading difficultiesRachel Schiff, Ayelet SassonPageof 59