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Annals of Dyslexia|December 22, 2023
Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysisAna Paula Alves Vieira, Peng Peng, Andrea Antoniuk, et al.Annals of Dyslexia|January 9, 2024
Revisiting the definition of dyslexiaHugh W Catts, Nicole Patton Terry, Christopher J Lonigan, et al.Annals of Dyslexia|March 25, 2024
Do we really need a new definition of dyslexia? A commentaryMaggie Snowling, Charles HulmeAnnals of Dyslexia|November 7, 2023
Are children with early literacy difficulties at risk for anxiety disorders in late childhood?Apostolos Kargiotidis, George ManolitsisAnnals of Dyslexia|July 7, 2023
What do classroom teachers of varying backgrounds know about English spelling?Ramona T Pittman, Heesun Chang, Amanda Lindner, et al.Annals of Dyslexia|August 7, 2023
The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language childrenDesiré Carioti, Natale Adolfo Stucchi, Carlo Toneatto, et al.Annals of Dyslexia|June 10, 2023
A realist review of dyslexia pilot project researchBrian Gearin, Jessica Turtura, Kim Anderson, et al.Annals of Dyslexia|October 25, 2023
Predicting adult-age mental health with childhood reading and math disability: do resilience and coping styles matter?Tuija Aro, Ahmet Bilal Özbek, Minna TorppaAnnals of Dyslexia|May 13, 2026
Deficits in orthographic-phonological automatic integration for chinese adults with reading fluency difficulty: Evidence from ERPQi Qi, Ying Hao, Dandan LiangPageof 59