1. A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies

   • Rauno Parrila
   • Dean Dudley
   • George K. Georgiou

   OriginalPaper 30 October 2019 Pages: 1 - 26

   

2. English phonological specificity predicts early French reading difficulty in emerging bilingual children

   • Klaudia Krenca
   • Alexandra Gottardo
   • Xi Chen

   OriginalPaper 26 November 2019 Pages: 27 - 42

   

3. Investigating the double-deficit hypothesis of developmental dyslexia in an orthography of intermediate depth

   • Octávio Moura
   • Marcelino Pereira
   • Mário R. Simões

   OriginalPaper 24 February 2020 Pages: 43 - 61

4. Using conceptual change theory to help preservice teachers understand dyslexia

   • Tiffany K. Peltier
   • Benjamin C. Heddy
   • Corey Peltier

   OriginalPaper 26 February 2020 Pages: 62 - 78

   

5. Do kindergarten teachers possess adequate knowledge of basic language constructs to teach children to read English as a foreign language?

   • Richard Kwok-Shing Wong
   • Susie Russak

   OriginalPaper 06 April 2020 Pages: 79 - 93

   

6. Latent profile analysis of students’ reading development and the relation of cognitive variables to reading profiles

   • Leena Holopainen
   • Nhi Hoang
   • Doris Kofler

   OriginalPaper Open access 14 April 2020 Pages: 94 - 114

   

7. 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 Moojen
   • Hosana Alves Gonçalves
   • Emílio Sánchez Miguel

   OriginalPaper 27 March 2020 Pages: 115 - 140

8. Inter-letter spacing, inter-word spacing, and font with dyslexia-friendly features: testing text readability in people with and without dyslexia

   • Jessica Galliussi
   • Luciano Perondi
   • Paolo Bernardis

   OriginalPaper Open access 14 March 2020 Pages: 141 - 152