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Annals of Dyslexia|March 3, 2005
Alternative approaches to the definition and identification of learning disabilities: some questions and answersJack M Fletcher, W Alan Coulter, Daniel J Reschly, et al.Annals of Dyslexia|October 17, 2009
An evaluation of two emergent literacy screening tools for preschool childrenShauna B Wilson, Christopher J LoniganAnnals of Dyslexia|January 21, 2010
Reorganizing the instructional reading components: could there be a better way to design remedial reading programs to maximize middle school students with reading disabilities' response to treatment?Mary Beth Calhoon, Alexia Sandow, Charles V HunterAnnals of Dyslexia|August 25, 2016
Morphology and spelling in French students with dyslexia: the case of silent final lettersPauline Quémart, Séverine CasalisAnnals of Dyslexia|May 29, 2009
How word decoding skill impacts text memory: The centrality deficit and how domain knowledge can compensateAmanda C Miller, Janice M KeenanAnnals of Dyslexia|April 28, 2009
Effects of fluency, oral language, and executive function on reading comprehension performanceLaurie E Cutting, April Materek, Carolyn A S Cole, et al.Annals of Dyslexia|August 19, 2005
The inadequacy of Individual Educational Program (IEP) goals for high school students with word-level reading difficultiesWilliam V Catone, Susan A BradyAnnals of Dyslexia|March 15, 2005
Representing written vowels in university students with dyslexia compared with normal Hebrew readersRachel Schiff, Dorit RavidAnnals of Dyslexia|March 15, 2005
Rapid automatic naming: easy to measure, hard to improve (quickly)Peter F de Jong, Lidy Oude VrielinkAnnals of Dyslexia|March 24, 2009
Phonological awareness predicts activation patterns for print and speechStephen J Frost, Nicole Landi, W Einar Mencl, et al.Pageof 59