The roles of cognitive and language abilities in predicting decoding and reading comprehension: comparisons of dyslexia and specific language impairment Alexandra A. LauterbachYujeong ParkLinda J. Lombardino OriginalPaper 15 November 2016 Pages: 201 - 218
The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling Nora W SchlesingerShelley Gray OriginalPaper 02 March 2017 Pages: 219 - 258
Parents’ reading history as an indicator of risk for reading difficulties A. GiménezA. OrtizJ. L. Luque OriginalPaper 02 November 2017 Pages: 259 - 280
Familial history of reading difficulty is associated with diffused bilateral brain activation during reading and greater association with visual attention abilities Tzipi Horowitz-Kraus OriginalPaper 02 November 2017 Pages: 281 - 298
Potential or problem? An investigation of secondary school teachers’ attributions of the educational outcomes of students with specific learning difficulties Stuart WoodcockElizabeth Hitches OriginalPaper 13 November 2017 Pages: 299 - 317
False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective Michał ObidzińskiMarek Nieznański OriginalPaper Open access 13 November 2017 Pages: 318 - 332
The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic adults Rachel SchiffAyelet SassonShani Kahta OriginalPaper 13 November 2017 Pages: 333 - 355
Evaluating the impact of dyslexia laws on the identification of specific learning disability and dyslexia B. Anne Barber PhillipsTimothy N. Odegard OriginalPaper 13 November 2017 Pages: 356 - 368
Length effects in pseudo-word spelling: stronger in dyslexic than in non-dyslexic students Holger JuulDorthe Klint Petersen OriginalPaper 13 November 2017 Pages: 369 - 382
Take Flight: the evolution of an Orton Gillingham-based curriculum Jeremiah J. RingKaren J. AvritJeffrey L. Black OriginalPaper 13 November 2017 Pages: 383 - 400
Inflectional morphology and dyslexia: Italian children’s performance in a nonword pluralization task Maria VenderFederica MantioneChiara Melloni OriginalPaper 13 November 2017 Pages: 401 - 426