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Annals of Dyslexia|March 8, 2018
Are RAN deficits in university students with dyslexia due to defective lexical access, impaired anchoring, or slow articulation?George K Georgiou, Raabia Ghazyani, Rauno ParrilaAnnals of Dyslexia|November 4, 2017
Parents' reading history as an indicator of risk for reading difficultiesA Giménez, A Ortiz, M López-Zamora, et al.Annals of Dyslexia|November 15, 2017
Potential or problem? An investigation of secondary school teachers' attributions of the educational outcomes of students with specific learning difficultiesStuart Woodcock, Elizabeth HitchesAnnals of Dyslexia|September 15, 2009
Complexities in Identifying and Defining Mathematics Learning Disability in the Primary School-Age YearsMichèle M M Mazzocco, Gwen F MyersAnnals of Dyslexia|August 19, 2005
Poor readers of Chinese respond slower than good readers in phonological, rapid naming, and interval timing tasksTrevor B Penney, Kar Man Leung, Po Chi Chan, et al.Annals of Dyslexia|August 19, 2005
Does a visual-orthographic deficit contribute to reading disability?Nathlie A BadianAnnals of Dyslexia|August 19, 2005
Acquired dyslexia in a Turkish-English speakerIlhan Raman, Brendan S WeekesAnnals of Dyslexia|June 10, 2010
The nature of the phonological processing in French dyslexic children: evidence for the phonological syllable and linguistic features' role in silent reading and speech discriminationNorbert Maïonchi-Pino, Annie Magnan, Jean EcalleAnnals of Dyslexia|September 4, 2010
Predicting individual differences in reading comprehension: a twin studyNicole Harlaar, Laurie Cutting, Kirby Deater-Deckard, et al.Annals of Dyslexia|August 28, 2010
A meta-analysis of morphological interventions: effects on literacy achievement of children with literacy difficultiesAmanda P Goodwin, Soyeon AhnPageof 59