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Annals of Dyslexia|November 29, 2007
Reading development and dyslexia in a transparent orthography: a survey of Spanish childrenRobert Davies, Fernando Cuetos, Rosa Mary Glez-SeijasAnnals of Dyslexia|March 28, 2009
Artificial grammar learning in primary school children with and without developmental dyslexiaElpis V Pavlidou, Joanne M Williams, Louise M KellyAnnals of Dyslexia|October 8, 2022
First-grade multilingual students' executive function profiles and links to English reading achievement and difficulties: a person-centered latent profile analysisJackie Eunjung Relyea, Eunsoo Cho, Elizabeth ZagataAnnals of Dyslexia|November 27, 2023
Anxiety and coping strategies among dyslexics in EthiopiaAbebayehu Messele Mekonnen, Linda Visser, Janin BrandenburgAnnals of Dyslexia|January 16, 2024
Understanding the relation between reading and anxiety among upper elementary students with reading difficultiesSarah Fishstrom, Philip Capin, Anna-Mari Fall, et al.Annals of Dyslexia|December 22, 2023
Are comorbidities of poor reading related to elevated anxiety in children?Genevieve McArthur, Amy Doust, Erin Banales, et al.Annals of Dyslexia|August 28, 2024
Identifying students with dyslexia: exploration of current assessment methodsJohny Daniel, Lauryn Clucas, Hsuan-Hui WangAnnals of Dyslexia|June 12, 2024
An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexiaBrian Gearin, Jessica Turtura, Kim Anderson, et al.Annals of Dyslexia|January 5, 2019
Theory and reported practice in EFL literacy instruction: EFL teachers' perceptions about classroom practicesStephanie Fuchs, Janina Kahn-Horwitz, Tami KatzirAnnals of Dyslexia|March 16, 2020
Inter-letter spacing, inter-word spacing, and font with dyslexia-friendly features: testing text readability in people with and without dyslexiaJessica Galliussi, Luciano Perondi, Giuseppe Chia, et al.Pageof 59