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Dyslexia (Chichester, England)|March 27, 2018
What's in a name? Perspectives of dyslexia assessors working with students in the UK higher education sectorDenise Ryder, Brahm NorwichDyslexia (Chichester, England)|November 5, 2019
Dyslexic children need more robust information to resolve conflicting sensory situationsMilena Razuk, Katerina Lukasova, Maria Pia Bucci, et al.Dyslexia (Chichester, England)|June 3, 2021
"Same, same but different": The optimal viewing position effect in developmental dyslexia, developmental coordination disorder and comorbid disordersStéphanie Bellocchi, Stéphanie DucrotDyslexia (Chichester, England)|March 18, 2020
School-entry language outcomes in late talkers with and without a family risk of dyslexiaØmur Caglar-Ryeng, Kenneth Eklund, Trude Nergård-NilssenDyslexia (Chichester, England)|March 14, 2020
Response frequencies in the conjoint recognition memory task as predictors of developmental dyslexia diagnosis: A decision-trees approachMichał ObidzińskiDyslexia (Chichester, England)|September 22, 2020
White matter but not grey matter predicts change in reading skills after interventionMarita Partanen, Danny H C Kim, Alexander Rauscher, et al.Dyslexia (Chichester, England)|September 29, 2020
An evaluation of systematized phonics on reading proficiency in Swedish second grade poor readers: Effects on pseudoword and sight word reading skillsMaria Levlin, Cecilia Nakeva von MentzerDyslexia (Chichester, England)|October 29, 2022
Economic evaluation of dyslexia interventionKristina Moll, Beatrice J Georgii, Ralph Tunder, et al.Dyslexia (Chichester, England)|September 2, 2022
Does a specialist typeface affect how fluently children with and without dyslexia process letters, words, and passages?Holly Joseph, Daisy PowellDyslexia (Chichester, England)|October 6, 2021
Informal preparation and years of experience: Key correlates of dyslexia knowledge among Massachusetts early elementary teachersKatelyn Mullikin, Michelle Stransky, Shalini Tendulkar, et al.Pageof 58