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Annals of Dyslexia|October 29, 2013
Project DyAdd: implicit learning in adult dyslexia and ADHDMarja Laasonen, Jenni Väre, Henna Oksanen-Hennah, et al.Annals of Dyslexia|March 13, 2010
Word length and word frequency affect eye movements in dyslexic children reading in a regular (German) orthographyUte Dürrwächter, Alexander N Sokolov, Jens Reinhard, et al.Annals of Dyslexia|December 25, 2009
Reading fluency: implications for the assessment of children with reading disabilitiesElizabeth B Meisinger, Juliana S Bloom, George W HyndAnnals of Dyslexia|November 15, 2017
False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspectiveMichał Obidziński, Marek NieznańskiAnnals of Dyslexia|June 10, 2022
Screening screeners: calculating classification indices using correlations and cut-pointsAshley A Edwards, Wilhelmina van Dijk, Christine M White, et al.Annals of Dyslexia|June 3, 2021
A model-based meta-analytic examination of specific reading comprehension deficit: how prevalent is it and does the simple view of reading account for it?Richard K Wagner, Bethany Beal, Fotena A Zirps, et al.Annals of Dyslexia|January 13, 2021
Compensation for poor character learning: intact visual and phonetic strategies among Chinese children with dyslexiaYixun Li, Yi Hui, Hong Li, et al.Annals of Dyslexia|February 27, 2020
Character and child factors contribute to character recognition development among good and poor Chinese readers from grade 1 to 6Connie Qun Guan, Scott H Fraundorf, Charles A PerfettiAnnals of Dyslexia|February 28, 2020
Using conceptual change theory to help preservice teachers understand dyslexiaTiffany K Peltier, Benjamin C Heddy, Corey PeltierAnnals of Dyslexia|November 16, 2012
Development and validation of an assessment of adult educators' reading instructional knowledgeSherry Mee Bell, R Steve McCallum, Mary Ziegler, et al.Pageof 59