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Annals of Dyslexia|October 2, 2025
Uniting for literacy progress: Ohio's systems approach to preparing and supporting P20 educators to teach all children to read wellPhilip Capin, Deborah Telfer, Samantha Giammarco, et al.Annals of Dyslexia|February 17, 2026
Examining complex academic language in children with dyslexia: a comparative analysis with curriculum standardsDouglas B Petersen, Gwendolyn H Stout, Alisa Konishi-Therkildsen, et al.Annals of Dyslexia|June 7, 2025
Teacher identification of reading difficulties among Arabic-speaking third graders in Israel: a pilot studySumod Khatib-Abbas, Orly LipkaAnnals of Dyslexia|April 16, 2025
Relationships of trait anxiety, test anxiety, and academic performance of Chinese undergraduates with typical developments and high- and typical-functioning specific learning disabilitiesLi-Chih Wang, Kevin Kien-Hoa ChungAnnals of Dyslexia|February 17, 2024
Phonological syllables allow children with developmental dyslexia to access wordsNorbert Maïonchi-Pino, Élise Runge, Damien ChabanalAnnals of Dyslexia|May 13, 2026
Development and validation of red flags for early detection of dyslexia in Sinhala (REaDDS tool) for dyslexia screeningThilini C Lokubalasuriya, Fran Hagstrom, Ananda Rajitha Wickremasinghe, et al.Annals of Dyslexia|May 19, 2026
Development and validation of the dyslexia assessment and intervention scale to measure dyslexia knowledgeVivian Gonsalves, Christina Flake, Deana West, et al.Annals of Dyslexia|December 12, 2025
Challenging school-related situations faced by students with dyslexia: a scoping reviewJulia Mori, Katharina Prinz, Ursula Fischer, et al.Annals of Dyslexia|July 2, 2026
Analyzing state dyslexia legislation through the lens of oral language: an exploratory studyWendy C GeorganAnnals of Dyslexia|June 22, 2026
Public awareness, knowledge and attitudes towards dyslexia in ChinaShuyu Chen, Yaomin Huang, Juhayna TahaPageof 59