Annals of dyslexia

Keyphrases

Publications

2023

Johny Daniel, Amy Barth
Exploring reading profiles of rural school students. Annals of dyslexia (2023)
Jennifer L Keelor, Nancy A Creaghead, Noah H Silbert, Allison D Breit, Tzipi Horowitz-Kraus
Impact of text-to-speech features on the reading comprehension of children with reading and language difficulties. Annals of dyslexia (2023)
Jie Zhang, Qiuying Wang
Reading and writing difficulties in bilingual learners. Annals of dyslexia (2023)
Ramona T Pittman, Heesun Chang, Amanda Lindner, Emily Binks-Cantrell, Malt Joshi
What do classroom teachers of varying backgrounds know about English spelling? Annals of dyslexia (2023)
Desiré Carioti, Natale Adolfo Stucchi, Carlo Toneatto, Marta Franca Masia, Milena Del Monte, Silvia Stefanelli, Simona Travellini, Antonella Marcelli, Marco Tettamanti, Mirta Vernice, Maria Teresa Guasti, Manuela Berlingeri
The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language children. Annals of dyslexia (2023)
Abebayehu Messele Mekonnen, Linda Visser, Janin Brandenburg
Anxiety and coping strategies among dyslexics in Ethiopia. Annals of dyslexia (2023)
Elise Lefèvre, Eddy Cavalli, Pascale Colé, Jeremy M Law, Liliane Sprenger-Charolles
Tracking reading skills and reading-related skills in dyslexia before (age 5) and after (ages 10-17) diagnosis. Annals of dyslexia (2023)
Katlynn Dahl-Leonard, Colby Hall, Sharon Vaughn, Emily J Solari, Alisha Demchak, William J Therrien
Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia. Annals of dyslexia (2023)
Jayne E Jaskolski, Maura Jones Moyle
Professional Development in Phonological Awareness for Early Childhood Educators in Low-Income, Urban Classrooms: A Pilot Study Examining Dosage Effects. Annals of dyslexia (2023)
Apostolos Kargiotidis, George Manolitsis
Are children with early literacy difficulties at risk for anxiety disorders in late childhood? Annals of dyslexia (2023)
Xiaoyu Ren, Jie Li, Jinqiu Liu, Duo Liu, Jing Zhao
Intervention targeting different visual attention span components in Chinese children with developmental dyslexia: a study based on Bundesen's theory of visual attention. Annals of dyslexia (2023)
Brian Gearin, Jessica Turtura, Kim Anderson, Melissa Colsman, Samantha Durrance, Wendy McColskey, Joan Mele-McCarthy, Laura Schultz, Karleen Spitulnik
A realist review of dyslexia pilot project research. Annals of dyslexia (2023)
Johny Daniel, Amy Barth
Exploring reading profiles of rural school students. Annals of dyslexia (2023)
Mads Poulsen, Holger Juul, Carsten Elbro
A national test of dyslexia. Annals of dyslexia (2023)
Elise Lefèvre, Eddy Cavalli, Pascale Colé, Jeremy M Law, Liliane Sprenger-Charolles
Tracking reading skills and reading-related skills in dyslexia before (age 5) and after (ages 10-17) diagnosis. Annals of dyslexia (2023)
Yang Dong, Jianhong Mo, Xuecong Miao, Hao-Yuan Zheng, Chongbo Yuan, Pinyi Xin
Impacts of cognitive flexibility on central word identification: evidence from poor comprehenders' discourse comprehension of first graders with ADHD. Annals of dyslexia (2023)
Marta Álvarez-Cañizo, Olivia Afonso, Paz Suárez-Coalla
Writing proficiency in English as L2 in Spanish children with dyslexia. Annals of dyslexia (2023)
Tuija Aro, Ahmet Bilal Özbek, Minna Torppa
Predicting adult-age mental health with childhood reading and math disability: do resilience and coping styles matter? Annals of dyslexia (2023)

2022

Miao Li, Jessica Chan, John R Kirby
The summary writing performance of bilingual learners with reading difficulties. Annals of dyslexia (2022)
Carolien A N Knoop-van Campen, Eliane Segers, Ludo Verhoeven
Impact of audio on navigation strategies in children and adults with dyslexia. Annals of dyslexia (2022)
Jackie Eunjung Relyea, Eunsoo Cho, Elizabeth Zagata
First-grade multilingual students' executive function profiles and links to English reading achievement and difficulties: a person-centered latent profile analysis. Annals of dyslexia (2022)
Zebedee Rui En Cheah, Yanyan Ye, Kelvin Fai Hong Lui, Catherine McBride, Urs Maurer
Spelling as a way to classify poor Chinese-English literacy skills in Hong Kong Chinese children. Annals of dyslexia (2022)
Jie Zhang, Huan Zhang, Jackie Eunjung Relyea, Ma Glenda Lopez Wui, Yan Yan, Rosa Nam, Araceli Enriquez, Lana Kharabi-Yamato
Orthographic facilitation in upper elementary students: does attention to morphology of complex words enhance the effects? Annals of dyslexia (2022)
Sharry Shakory, Klaudia Krenca, Stefka H Marinova-Todd, Xi Chen
A 3-year longitudinal investigation of the overlap and stability of English and French word reading difficulties in French immersion children. Annals of dyslexia (2022)
J Marc Goodrich, Lisa Fitton, Lauren Thayer
Relations between oral language skills and English reading achievement among Spanish-English bilingual children: a quantile regression analysis. Annals of dyslexia (2022)
Elizabeth J MacKay, Xi Chen, S Hélène Deacon
Longitudinal predictors of French word reading difficulties among French Immersion children. Annals of dyslexia (2022)
Loes Bazen, Elise H de Bree, Madelon van den Boer, Peter F de Jong
Perceived negative consequences of dyslexia: the influence of person and environmental factors. Annals of dyslexia (2022)
Elisa Cainelli, Luca Vedovelli, Barbara Carretti, Patrizia Bisiacchi
EEG correlates of developmental dyslexia: a systematic review. Annals of dyslexia (2022)

volume 72, number 1, 2022

Serena Provazza, Barbara Carretti, David Giofrè, Anne-Marie Adams, Lorena Montesano, Daniel Roberts
Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia. Annals of dyslexia 72 (1) (2022)
Helle Fredslund Ottosen, Katrine H Bønnerup, Ethan Weed, Rauno Parrila
Identifying dyslexia at the university: assessing phonological coding is not enough. Annals of dyslexia 72 (1) (2022)

volume 72, number 2, 2022

Timothy N Odegard, Emily A Farris, Julie A Washington
Exploring boundary conditions of the listening comprehension-reading comprehension discrepancy index. Annals of dyslexia 72 (2) (2022)
Philip Capin, Sandra Laing Gillam, Anna-Maria Fall, Gregory Roberts, Jordan T Dille, Ronald B Gillam
Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties. Annals of dyslexia 72 (2) (2022)
Michael Solis, Paulina Kulesz, Kelly Williams
Response to intervention for high school students: examining baseline word reading skills and reading comprehension outcomes. Annals of dyslexia 72 (2) (2022)
Jeremy Miciak, Yusra Ahmed, Phil Capin, David J Francis
The reading profiles of late elementary English learners with and without risk for dyslexia. Annals of dyslexia 72 (2) (2022)
Lindsay N Harris, Benjamin Creed, Charles A Perfetti, Benjamin B Rickles
The role of word knowledge in error detection: a challenge to the broken error monitor account of dyslexia. Annals of dyslexia 72 (2) (2022)
Elizabeth A Stevens, Colby Hall, Sharon Vaughn
Language and reading comprehension for students with dyslexia: An introduction to the special issue. Annals of dyslexia 72 (2) (2022)

volume 72, number 3, 2022

Elizabeth J MacKay, S Hélène Deacon, Mariam M Elgendi, Sherry H Stewart
Drinking among university students with a history of reading difficulties: motivational and personality risk factors for hazardous levels of consumption. Annals of dyslexia 72 (3) (2022)
Ashley A Edwards, Wilhelmina van Dijk, Christine M White, Christopher Schatschneider
Screening screeners: calculating classification indices using correlations and cut-points. Annals of dyslexia 72 (3) (2022)
Rahime Duygu Temeltürk, Esmehan Ozer
Binocular coordination of children with dyslexia and typically developing children in linguistic and non-linguistic tasks: evidence from eye movements. Annals of dyslexia 72 (3) (2022)
Olga Parshina, Anastasiya Lopukhina, Sofya Goldina, Ekaterina Iskra, Margarita Serebryakova, Vladislava Staroverova, Nina Zdorova, Olga Dragoy
Global reading processes in children with high risk of dyslexia: a scanpath analysis. Annals of dyslexia 72 (3) (2022)
Simona Caldani, Eric Acquaviva, Ana Moscoso, Hugo Peyre, Richard Delorme, Maria Pia Bucci
Reading performance in children with ADHD: an eye-tracking study. Annals of dyslexia 72 (3) (2022)
Sophia Giazitzidou, Susana Padeliadu
Contribution of morphological awareness to reading fluency of children with and without dyslexia: evidence from a transparent orthography. Annals of dyslexia 72 (3) (2022)
Xiuhong Tong, Qinli Deng, Shelley Xiuli Tong
Syntactic awareness matters: uncovering reading comprehension difficulties in Hong Kong Chinese-English bilingual children. Annals of dyslexia 72 (3) (2022)
Robin van Rijthoven, Tijs Kleemans, Eliane Segers, Ludo Verhoeven
Compensatory role of verbal learning and consolidation in reading and spelling of children with dyslexia. Annals of dyslexia 72 (3) (2022)

volume 71, number 3, 2021

Michelle Gonzalez
Dyslexia knowledge, perceived preparedness, and professional development needs of in-service educators. Annals of dyslexia 71 (3) (2021)
Chaitra Rao, Sumathi T A, Rashi Midha, Geet Oberoi, Bhoomika Kar, Masarrat Khan, Kshipra Vaidya, Vishal Midya, Nitya Raman, Mona Gajre, Nandini Chatterjee Singh
Development and standardization of the DALI-DAB (dyslexia assessment for languages of India - dyslexia assessment battery). Annals of dyslexia 71 (3) (2021)
Martyna A Galazka, Nouchine Hadjikhani, Maria Sundqvist, Jakob Åsberg Johnels
Correction to: Facial speech processing in children with and without dyslexia. Annals of dyslexia 71 (3) (2021)
Telse Nagler, Jelena Zarić, Fenke Kachisi, Sven Lindberg, Jan-Henning Ehm
Reading-impaired children improve through text-fading training: analyses of comprehension, orthographic knowledge, and RAN. Annals of dyslexia 71 (3) (2021)
Desiré Carioti, Marta Franca Masia, Simona Travellini, Manuela Berlingeri
Orthographic depth and developmental dyslexia: a meta-analytic study. Annals of dyslexia 71 (3) (2021)
Kristin L Sayeski, Perry A Zirkel
Orton-Gillingham and the IDEA: analysis of the frequency and outcomes of case law. Annals of dyslexia 71 (3) (2021)