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Annals of Dyslexia|June 17, 2011
Parents' reading-related knowledge and children's reading acquisitionMegan Ladd, Sandra Martin-Chang, Kyle LevesqueAnnals of Dyslexia|September 25, 2015
Language and reading instruction in early years' classrooms: the knowledge and self-rated ability of Australian teachersHannah L Stark, Pamela C Snow, Patricia A Eadie, et al.Annals of Dyslexia|October 10, 2015
Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USAErin K Washburn, Emily S Binks-Cantrell, R Malatesha Joshi, et al.Annals of Dyslexia|March 26, 2016
Translating dyslexia across speciesLisa A Gabel, Monica Manglani, Nicholas Escalona, et al.Annals of Dyslexia|February 12, 2016
Implicit learning deficits among adults with developmental dyslexiaShani Kahta, Rachel SchiffAnnals of Dyslexia|April 13, 2016
The role of feedback and differences between good and poor decoders in a repeated word reading paradigm in first gradeKarly van Gorp, Eliane Segers, Ludo VerhoevenAnnals of Dyslexia|August 14, 2015
Risk and protective factors in gifted children with dyslexiaSietske van Viersen, Elise H de Bree, Evelyn H Kroesbergen, et al.Annals of Dyslexia|August 11, 2018
Adult perceptions of children with dyslexia in the USAAnabel Castillo, Jeffrey W GilgerAnnals of Dyslexia|July 25, 2022
A 3-year longitudinal investigation of the overlap and stability of English and French word reading difficulties in French immersion childrenSharry Shakory, Klaudia Krenca, Stefka H Marinova-Todd, et al.Annals of Dyslexia|September 9, 2008
Training reading fluency among poor readers of German: many ways to the goalSini Huemer, Karin Landerl, Mikko Aro, et al.Pageof 59