Dyslexia in the 21st century: revisiting the consensus definition

2024-9-11

Exploring the feasibility of implementing the SPELL-Links to Reading and Writing intervention

2024-8-30

Identifying students with dyslexia: exploration of current assessment methods

2024-8-29

Rapid automatized naming: what it is, what it is not, and why it matters

2024-7-30

The relation between reading and externalizing behavior: a correlational meta-analysis

2024-6-29

Spelling development of children with and without reading difficulties throughout elementary grades: evidence from the Greek orthography

2024-6-22

Dyslexia in the twenty-first century: a commentary on the IDA definition of dyslexia

2024-6-15

The gift of dyslexia: what is the harm in it?

2024-6-14

An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia

2024-6-13

Correction to: Phonological syllables allow children with developmental dyslexia to access words

2024-5-5

Do we really need a new definition of dyslexia? A commentary

2024-3-25

The critical role of instructional response in defining and identifying students with dyslexia: a case for updating existing definitions

2024-3-25

Correction: The cognitive‑linguistic profiles and academic performances of Chinese children with dyslexia across cultures: Beijing, Hong Kong, and Taipei

2024-3-4

Phonological syllables allow children with developmental dyslexia to access words

2024-2-17

The cognitive-linguistic profiles and academic performances of Chinese children with dyslexia across cultures: Beijing, Hong Kong, and Taipei

2024-2-6

Dyslexia and mental health problems: introduction to the special issue

2024-1-29

Understanding the relation between reading and anxiety among upper elementary students with reading difficulties

2024-1-16

Towards a dynamic, comprehensive conceptualization of dyslexia

2024-1-13

The COVID generation: Online dyslexia treatment equally effective as face-to-face treatment in a Dutch sample

2024-1-11

Revisiting the definition of dyslexia

2024-1-9

Mental health among children with and without reading difficulties

2023-12-29

Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis

2023-12-22

Are comorbidities of poor reading related to elevated anxiety in children?

2023-12-22

Anxiety and coping strategies among dyslexics in Ethiopia

2023-11-27

Are children with early literacy difficulties at risk for anxiety disorders in late childhood?

2023-11-8

Predicting adult-age mental health with childhood reading and math disability: do resilience and coping styles matter?

2023-10-25

The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language children

2023-8-7

Professional Development in Phonological Awareness for Early Childhood Educators in Low-Income, Urban Classrooms: A Pilot Study Examining Dosage Effects

2023-7-29

Intervention targeting different visual attention span components in Chinese children with developmental dyslexia: a study based on Bundesen’s theory of visual attention

2023-7-8

What do classroom teachers of varying backgrounds know about English spelling?

2023-7-7

A national test of dyslexia

2023-7-7

A realist review of dyslexia pilot project research

2023-6-10

Impact of text-to-speech features on the reading comprehension of children with reading and language difficulties

2023-4-29

Reading and writing difficulties in bilingual learners

2023-4-1

Impacts of cognitive flexibility on central word identification: evidence from poor comprehenders’ discourse comprehension of first graders with ADHD

2023-3-9

Writing proficiency in English as L2 in Spanish children with dyslexia

2023-1-27

Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia

2023-1-26

Exploring reading profiles of rural school students

2023-1-11

Tracking reading skills and reading-related skills in dyslexia before (age 5) and after (ages 10–17) diagnosis

2023-1-10

Longitudinal predictors of French word reading difficulties among French Immersion children

2022-12-31

Perceived negative consequences of dyslexia: the influence of person and environmental factors

2022-11-30

EEG correlates of developmental dyslexia: a systematic review

2022-11-22

Orthographic facilitation in upper elementary students: does attention to morphology of complex words enhance the effects?

2022-10-11

First-grade multilingual students’ executive function profiles and links to English reading achievement and difficulties: a person-centered latent profile analysis

2022-10-8

Impact of audio on navigation strategies in children and adults with dyslexia

2022-10-4

Drinking among university students with a history of reading difficulties: motivational and personality risk factors for hazardous levels of consumption

2022-8-17

Reading performance in children with ADHD: an eye-tracking study

2022-8-3

Syntactic awareness matters: uncovering reading comprehension difficulties in Hong Kong Chinese-English bilingual children

2022-8-3

Contribution of morphological awareness to reading fluency of children with and without dyslexia: evidence from a transparent orthography

2022-7-30

A 3-year longitudinal investigation of the overlap and stability of English and French word reading difficulties in French immersion children

2022-7-25