A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies Rauno ParrilaDean DudleyGeorge K. Georgiou OriginalPaper 30 October 2019 Pages: 1 - 26
English phonological specificity predicts early French reading difficulty in emerging bilingual children Klaudia KrencaAlexandra GottardoXi Chen OriginalPaper 26 November 2019 Pages: 27 - 42
Investigating the double-deficit hypothesis of developmental dyslexia in an orthography of intermediate depth Octávio MouraMarcelino PereiraMário R. Simões OriginalPaper 24 February 2020 Pages: 43 - 61
Using conceptual change theory to help preservice teachers understand dyslexia Tiffany K. PeltierBenjamin C. HeddyCorey Peltier OriginalPaper 26 February 2020 Pages: 62 - 78
Do kindergarten teachers possess adequate knowledge of basic language constructs to teach children to read English as a foreign language? Richard Kwok-Shing WongSusie Russak OriginalPaper 06 April 2020 Pages: 79 - 93
Latent profile analysis of students’ reading development and the relation of cognitive variables to reading profiles Leena HolopainenNhi HoangDoris Kofler OriginalPaper Open access 14 April 2020 Pages: 94 - 114
Adults with dyslexia: how can they achieve academic success despite impairments in basic reading and writing abilities? The role of text structure sensitivity as a compensatory skill Sônia Maria Pallaoro MoojenHosana Alves GonçalvesEmílio Sánchez Miguel OriginalPaper 27 March 2020 Pages: 115 - 140
Inter-letter spacing, inter-word spacing, and font with dyslexia-friendly features: testing text readability in people with and without dyslexia Jessica GalliussiLuciano PerondiPaolo Bernardis OriginalPaper Open access 14 March 2020 Pages: 141 - 152