DYSLEXIA

Training RAN or reading? A telerehabilitation study on developmental dyslexia.

Deficits in statistical leaning of auditory sequences among adults with dyslexia.

Procedural and declarative learning in dyslexia.

Syntactic ambiguity resolution in dyslexia: An examination of cognitive factors underlying eye movement differences and comprehension failures.

Longitudinal outcomes of an individualized and intensive reading intervention for third grade students.

Evaluation of the effectiveness of a literacy intervention programme on enhancing learning outcomes for secondary students with dyslexia in Hong Kong.

Is part-time special education beneficial for children at risk for reading difficulties? An example from Estonia.

Dyslexic children are sluggish in disengaging spatial attention.

Supplementing teacher knowledge using web-based Intelligent Tutoring System for the Text Structure Strategy to improve content area reading comprehension with fourth- and fifth-grade struggling readers.

Reading in a transparent second language with limited orality: The case of high school students with dyslexia in Latin.

Knowledge about dyslexia among early literacy teachers in China.

An exploration of the relationship between phonological and phonics knowledge, and self-efficacy for teaching.

Examining the selection of university courses in young adults with learning disabilities.

The effect of landscape photograph type on aesthetic judgments, attention, and memory in children with dyslexia.

Testing the visual impedance effect in children with and without reading difficulties using a new visual reasoning task.

Statistical methods and reporting practices in the study of dyslexia.

Rapid automatized naming in a developmental perspective between ages 4 and 10.

Assessment for familial pattern and association of polymorphisms in KIAA0319 gene with specific reading disorder in children from North India visiting a tertiary care centre: A case-control study.

Differences in the literacy skills of Danish dyslexic students in two types of higher education programmes.

Independence of syntactic and phonological deficits in dyslexia: A study using the attraction error paradigm.

Impact of digital text variables on legibility for persons with dyslexia.

Altered association between executive functions and reading and math fluency tasks in children with reading difficulties compared with typical readers.

Task-avoidant behaviour and dyslexia: A follow-up from Grade 2 to age 20.

Dyslexic children need more robust information to resolve conflicting sensory situations.

A beginning exploration of text generation abilities in university students with a history of reading difficulties.

Developmental dyslexia in Hindi readers: Is consistent sound-symbol mapping an asset in reading? Evidence from phonological and visuospatial working memory.

Diagnostic implications of the double deficit model for young adolescents with dyslexia.