SCIENTIFIC STUDIES OF READING

Hearing Matters More Than Seeing: A Cross-Modality Study of Statistical Learning and Reading Ability

The Role of Statistical Learning in Word Reading and Spelling Development: More Questions Than Answers

Reading and the Neurocognitive Bases of Statistical Learning

Statistical Learning of Speech Sounds in Dyslexic and Typical Reading Children

Spelling Performance in Children with Developmental Language Disorder: A Meta-Analysis across European Languages

Quantity and Diversity of Preliteracy Language Exposure Both Affect Literacy Development: Evidence from a Computational Model of Reading

Evidence of Statistical Learning of Orthographic Representations in Grades 1–5: The Case of Silent Letters and Double Consonants in French

Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation

The Role of Linguistic Diversity in the Prediction of Early Reading Comprehension: A Quantile Regression Approach

Spelling Errors Impede Recognition of Correctly Spelled Word Forms

Common Neural Basis of Motor Sequence Learning and Word Recognition and Its Relation With Individual Differences in Reading Skill

A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability

Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia

The Relationship Between Intrinsic Motivation and Reading Comprehension: Mediating Effects of Reading Amount and Metacognitive Knowledge of Strategy Use

Morphological Processing Before and During Children’s Spelling

Protective Factors and Compensation in Resolving Dyslexia

Exploring the Space Between Good and Poor Spelling: Orthographic Quality and Reading Speed

The Unique Role of Early Spelling in the Prediction of Later Literacy Performance

Investigating the Double-Deficit Hypothesis in More and Less Transparent Orthographies: A Longitudinal Study from Preschool to Grade 2

Lexical and Sublexical Phonological Effects in Chinese Silent and Oral Reading

Causal Attribution Profiles as a Function of Reading Skills, Hyperactivity, and Inattention

Is a Frequency Effect Observed in Eye Movements During Text Reading? A Comparison Between Developing and Expert Readers

Visual-Syntactic Text Format: Improving Adolescent Literacy

Spelling, Reading Abilities and Speech Perception in Deaf Children with a Cochlear Implant

Word Reading Skills and Externalizing and Internalizing Problems from Grade 1 to Grade 2—Developmental Trajectories and Bullying Involvement in Grade 3

Category Learning in Poor Comprehenders

Auditory Morphological Knowledge in Adults with Dyslexia: The Importance of Semantic Information

The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities

Variation is the Spice of Spelling: The Effect of Implicit Cues on Dutch Past Tense Spelling is Dependent on Age and Literacy, but Not on Task Format

Gender Cue Effects in Children’s Pronoun Processing: A Longitudinal Eye Tracking Study

Does Childhood Reading Disability or Its Continuance Into Adulthood Underlie Problems in Adult-Age Psychosocial Well-Being? A Follow-Up Study