| The multiple deficit model of dyslexia: what does it mean for identification and intervention? |
7 |
| Theory and reported practice in EFL literacy instruction: EFL teachers' perceptions about classroom practices |
4 |
| Predicting reading disabilities using dynamic assessment of decoding before and after the onset of reading instruction: a longitudinal study from kindergarten through grade 2 |
4 |
| Atypical predictive processing during visual statistical learning in children with developmental dyslexia: an event-related potential study |
3 |
| Distinct effects of visual and auditory temporal processing training on reading and reading-related abilities in Chinese children with dyslexia |
3 |
| Cognitive-linguistic profiles of Chinese typical-functioning adolescent dyslexics and high-functioning dyslexics |
3 |
| Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades |
2 |
| Elementary teacher's knowledge of response to intervention implementation: a preliminary factor analysis |
2 |
| Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction |
2 |
| Post-treatment reading development in children with dyslexia: the challenge remains |
2 |
| Exploring the use of network meta-analysis in education: examining the correlation between ORF and text complexity measures |
2 |
| Are predictors of reading impairment in isolated cleft similar to those in idiopathic dyslexia? |
2 |
| E-book reading hinders aspects of long-text comprehension for adults with dyslexia |
2 |
| NL reading skills mediate the relationship between NL phonological processing skills and a foreign language (FL) reading skills in students with and without dyslexia: a case of a NL (Polish) and FL (English) with different degrees of orthographic consistency |
2 |
| Are RAN deficits in university students with dyslexia due to defective lexical access, impaired anchoring, or slow articulation? |
2 |
| Spatial selective attention and asynchrony of cognitive systems in adult dyslexic readers: an ERPs and behavioral study |
1 |
| Influence of increased letter spacing and font type on the reading ability of dyslexic children |
1 |
| Adult perceptions of children with dyslexia in the USA |
1 |
| Development of orthographic representations in Spanish children with dyslexia: the influence of previous semantic and phonological knowledge |
1 |
| Characterizing the knowledge of educators receiving training in systematic literacy instruction |
1 |
| Knowledge about basic language constructs among teachers of English as a Foreign Language in China and South Korea |
1 |
| Dyslexie font does not benefit reading in children with or without dyslexia |
1 |
| Examining reading comprehension text and question answering time differences in university students with and without a history of reading difficulties |
1 |
| Implicit sequence learning is preserved in dyslexic children |
0 |
| Elegant grapheme-phoneme correspondence: a periodic chart and singularity generalization unify decoding |
0 |
| Bias in dyslexia screening in a Dutch multicultural population |
0 |
| Expert reading coaching via technology: Investigating the reading, writing, and spelling outcomes of students in grades K-8 experiencing significant reading learning disabilities |
0 |
| Discovering the impact of reading coursework and discipline-specific mentorship on first-year teachers' self-efficacy: a latent class analysis |
0 |
| Children with dyslexia in different cultures: Investigation of anxiety and coping strategies of children with dyslexia in Indonesia and Germany |
0 |
| Predictors for grade 6 reading in children at familial risk of dyslexia |
0 |
| Music-related abilities among readers with dyslexia |
0 |
| Morphological processing influences on dyslexia in Greek-speaking children |
0 |
| Validation of curriculum-based reading passages and comparison of college students with and without dyslexia or ADHD |
0 |
