1. The role of feedback and differences between good and poor decoders in a repeated word reading paradigm in first grade

   • Karly van Gorp
   • Eliane Segers
   • Ludo Verhoeven

   OriginalPaper Open access 11 April 2016 Pages: 1 - 25

   

2. Teacher candidates’ mastery of phoneme-grapheme correspondence: massed versus distributed practice in teacher education

   • Kristin L. Sayeski
   • Gentry A. Earle
   • Jessy N. Whitenton

   OriginalPaper 11 March 2016 Pages: 26 - 41

   

3. The precursors of double dissociation between reading and spelling in a transparent orthography

   • Minna Torppa
   • George K. Georgiou
   • Anna-Maija Poikkeus

   OriginalPaper 10 June 2016 Pages: 42 - 62

   

4. Phonemic—Morphemic dissociation in university students with dyslexia: an index of reading compensation?

   • Eddy Cavalli
   • Lynne G. Duncan
   • Pascale Colé

   OriginalPaper 13 October 2016 Pages: 63 - 84

   

5. Morphology and spelling in French students with dyslexia: the case of silent final letters

   • Pauline Quémart
   • Séverine Casalis

   OriginalPaper 23 August 2016 Pages: 85 - 98

6. P300 event-related potentials in children with dyslexia

   • Eleni A. Papagiannopoulou
   • Jim Lagopoulos

   OriginalPaper 19 October 2016 Pages: 99 - 108