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Annals of Dyslexia|November 15, 2017
Length effects in pseudo-word spelling: stronger in dyslexic than in non-dyslexic studentsHolger Juul, Dorthe Klint PetersenAnnals of Dyslexia|January 6, 2019
Knowledge about basic language constructs among teachers of English as a Foreign Language in China and South KoreaHan Suk Bae, Li Yin, R Malatesha JoshiAnnals of Dyslexia|April 30, 2021
The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case studyAnne Cathrine Thurmann-Moe, Monica Melby-Lervåg, Arne LervågAnnals of Dyslexia|June 1, 2020
Better read it to me: Benefits of audio versions of variable message signs in drivers with dyslexiaPilar Tejero, Marina Pi-Ruano, Javier RocaAnnals of Dyslexia|September 17, 2021
A meta-analytic review of comprehension deficits in students with dyslexiaGeorge K Georgiou, Dalia Martinez, Ana Paula Alves Vieira, et al.Annals of Dyslexia|August 3, 2022
Syntactic awareness matters: uncovering reading comprehension difficulties in Hong Kong Chinese-English bilingual childrenXiuhong Tong, Qinli Deng, Shelley Xiuli TongAnnals of Dyslexia|May 19, 2015
Examination of the double-deficit hypothesis with adolescents and young adults with dyslexiaJason M NelsonAnnals of Dyslexia|August 9, 2021
Characterizing the knowledge of educators across the tiers of instructional supportSusan B Porter, Timothy N Odegard, Melissa McMahan, et al.Annals of Dyslexia|March 13, 2021
Is orthographic knowledge a strength or a weakness in individuals with dyslexia? Evidence from a meta-analysisGeorge K Georgiou, Dalia Martinez, Ana Paula Alves Vieira, et al.Annals of Dyslexia|March 13, 2021
Analyzing the role of fidelity of RTI Tier 2 reading intervention in Spanish kindergarten and first grade studentsJuan E Jiménez, Nuria Gutiérrez, Sara C de LeónPageof 59