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Annals of Dyslexia|December 7, 2007
Colorado longitudinal twin study of reading disabilitySally J Wadsworth, John C DeFries, Richard K Olson, et al.Annals of Dyslexia|March 3, 2005
Emerging phonological awareness differentiates children with and without familial risk for dyslexia after controlling for general language skillsAnne Puolakanaho, Anna-Maija Poikkeus, Timo Ahonen, et al.Annals of Dyslexia|March 3, 2005
Relationships of naming skills to reading, memory, and receptive vocabulary: evidence for imprecise phonological representations of words by poor readersAnne E Fowler, Brook SwainsonAnnals of Dyslexia|March 3, 2005
Preparing novice teachers to develop basic reading and spelling skills in childrenLouise Spear-Swerling, Pamela Owen BruckerAnnals of Dyslexia|March 15, 2005
Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacyAnne E Cunningham, Kathryn E Perry, Keith E Stanovich, et al.Annals of Dyslexia|November 10, 2009
Dutch home-based pre-reading intervention with children at familial risk of dyslexiaSandra G van Otterloo, Aryan van der LeijAnnals of Dyslexia|October 10, 2015
The relations between reading and spelling: an examination of subtypes of reading disabilityIrit Bar-Kochva, Meirav AmielAnnals of Dyslexia|December 6, 2015
Preservice and inservice teachers' knowledge of language constructs in FinlandMikko Aro, Piia Maria BjörnAnnals of Dyslexia|November 19, 2017
Examining reading comprehension text and question answering time differences in university students with and without a history of reading difficultiesMegan Hebert, Xiaozhou Zhang, Rauno ParrilaAnnals of Dyslexia|December 6, 2017
Dyslexie font does not benefit reading in children with or without dyslexiaSanne M Kuster, Marjolijn van Weerdenburg, Marjolein Gompel, et al.Pageof 59