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Annals of Dyslexia|February 3, 2025
The effects of orthography, phonology, semantics, and working memory on the reading comprehension of children with and without reading dyslexiaJana Chi-San Ho, Deborah K Reed, Catherine McBrideAnnals of Dyslexia|January 13, 2025
Impaired visual and verbal statistical learning in children with Dyslexia in a transparent orthographyAngélica Mateus-Moreno, Maria Fernanda Lara-Diaz, Daniel Adrover-Roig, et al.Annals of Dyslexia|December 20, 2024
Orthographic-phonological mapping impairments in Chinese children with developmental dyslexia: insights from an ERP investigationYixuan Song, Jiexin Gu, Siqi Song, et al.Annals of Dyslexia|June 22, 2024
Spelling development of children with and without reading difficulties throughout elementary grades: evidence from the Greek orthographySophia Giazitzidou, Panagiotis Simos, Athanasios Bachoumis, et al.Annals of Dyslexia|January 26, 2023
Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexiaKatlynn Dahl-Leonard, Colby Hall, Philip Capin, et al.Annals of Dyslexia|December 31, 2022
Longitudinal predictors of French word reading difficulties among French Immersion childrenElizabeth MacKay, Xi Chen, S Hélène DeaconAnnals of Dyslexia|November 30, 2022
Perceived negative consequences of dyslexia: the influence of person and environmental factorsLoes Bazen, Elise H de Bree, Madelon van den Boer, et al.Annals of Dyslexia|January 24, 2019
Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instructionAlison W Arrow, Christine Braid, James W ChapmanAnnals of Dyslexia|June 20, 2021
Morphological awareness and vocabulary predict reading resilience in adultsEmily A Farris, Theodore Cristan, Stuart E Bernstein, et al.Annals of Dyslexia|July 29, 2021
The role of grit and resilience in children with reading disorder: a longitudinal cohort studyBushra Hossain, Yingtong Chen, Stephen Bent, et al.Pageof 59