nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
Alternative approaches to the definition and identification of learning disabilities: Some questions and answers
|
Fletcher, Jack M. |
|
2004 |
|
2 |
p. 304-331 |
artikel |
2 |
A meta-analysis of morphological interventions: effects on literacy achievement of children with literacy difficulties
|
Goodwin, Amanda P. |
|
2010 |
|
2 |
p. 183-208 |
artikel |
3 |
A meta-analytic review of comprehension deficits in students with dyslexia
|
Georgiou, George K. |
|
|
|
2 |
p. 204-248 |
artikel |
4 |
A model-based meta-analytic examination of specific reading comprehension deficit: how prevalent is it and does the simple view of reading account for it?
|
Wagner, Richard K. |
|
|
|
2 |
p. 260-281 |
artikel |
5 |
An evaluation of two emergent literacy screening tools for preschool children
|
Wilson, Shauna B. |
|
2009 |
|
2 |
p. 115-131 |
artikel |
6 |
An interaction-dominant perspective on reading fluency and dyslexia
|
Wijnants, M. L. |
|
2012 |
|
2 |
p. 100-119 |
artikel |
7 |
Are predictors of reading impairment in isolated cleft similar to those in idiopathic dyslexia?
|
Conrad, Amy Lynn |
|
2018 |
|
2 |
p. 153-165 |
artikel |
8 |
Are RAN deficits in university students with dyslexia due to defective lexical access, impaired anchoring, or slow articulation?
|
Georgiou, George K. |
|
2018 |
|
2 |
p. 85-103 |
artikel |
9 |
Are we exacerbating students’ learning disabilities? An investigation of preservice teachers’ attributions of the educational outcomes of students with learning disabilities
|
Woodcock, Stuart |
|
2011 |
|
2 |
p. 223-241 |
artikel |
10 |
Assessing preschoolers’ emergent literacy skills in English and Spanish with the Get Ready to Read! screening tool
|
Farver, JoAnn M. |
|
2007 |
|
2 |
p. 161-178 |
artikel |
11 |
Atypical predictive processing during visual statistical learning in children with developmental dyslexia: an event-related potential study
|
Singh, Sonia |
|
2018 |
|
2 |
p. 165-179 |
artikel |
12 |
Benefits of computer-presented speed training for poor readers
|
Irausquin, Rosemarie S. |
|
2005 |
|
2 |
p. 246-265 |
artikel |
13 |
Beyond a reading disability: comments on the need to examine the full spectrum of abilities/disabilities of the atypical dyslexic brain
|
Gilger, Jeffrey W. |
|
2017 |
|
2 |
p. 109-113 |
artikel |
14 |
Beyond phonological and morphological processing: pure copying as a marker of dyslexia in Chinese but not poor reading of English
|
Kalindi, Sylvia Chanda |
|
2015 |
|
2 |
p. 53-68 |
artikel |
15 |
Capitalizing on the promise of item-level analyses to inform new understandings of word reading development
|
Steacy, Laura M. |
|
|
|
2 |
p. 153-159 |
artikel |
16 |
Character and child factors contribute to character recognition development among good and poor Chinese readers from grade 1 to 6
|
Guan, Connie Qun |
|
|
|
2 |
p. 220-242 |
artikel |
17 |
Children with dyslexia in different cultures: Investigation of anxiety and coping strategies of children with dyslexia in Indonesia and Germany
|
Novita, Shally |
|
2019 |
|
2 |
p. 204-218 |
artikel |
18 |
Colorado longitudinal twin study of reading disability
|
Wadsworth, Sally J. |
|
2007 |
|
2 |
p. 139-160 |
artikel |
19 |
Comprehension of humor in children with nonverbal learning disabilities, reading disabilities, and without learning disabilities
|
Semrud-Clikeman, Margaret |
|
2008 |
|
2 |
p. 163-180 |
artikel |
20 |
Computer-based learning of spelling skills in children with and without dyslexia
|
Kast, Monika |
|
2011 |
|
2 |
p. 177-200 |
artikel |
21 |
Correction to: Differential Effectiveness of an Inferential Reading Comprehension Intervention for Struggling Middle School Readers in Relation to Mind-wandering, Anxiety, Mindset, and English Learner Status
|
Martinez-Lincoln, Amanda |
|
|
|
2 |
p. 346 |
artikel |
22 |
Developmental dyslexia: exploring how much phonological and visual attention span disorders are linked to simultaneous auditory processing deficits
|
Lallier, Marie |
|
2012 |
|
2 |
p. 97-116 |
artikel |
23 |
Development of orthographic representations in Spanish children with dyslexia: the influence of previous semantic and phonological knowledge
|
Martínez-García, C. |
|
2019 |
|
2 |
p. 186-203 |
artikel |
24 |
Distinct effects of visual and auditory temporal processing training on reading and reading-related abilities in Chinese children with dyslexia
|
Wang, Li-Chih |
|
2019 |
|
2 |
p. 166-185 |
artikel |
25 |
Do dyslexic individuals present a reduced visual attention span? Evidence from visual recognition tasks of non-verbal multi-character arrays
|
Yeari, Menahem |
|
2016 |
|
2 |
p. 128-146 |
artikel |
26 |
Dutch home-based pre-reading intervention with children at familial risk of dyslexia
|
Otterloo, Sandra G. van |
|
2009 |
|
2 |
p. 169-195 |
artikel |
27 |
Dynamic visual perception and reading development in Chinese school children
|
Meng, Xiangzhi |
|
2011 |
|
2 |
p. 161-176 |
artikel |
28 |
Dyslexia—A molecular disorder of neuronal migration
|
Galaburda, Albert M. |
|
2005 |
|
2 |
p. 151-165 |
artikel |
29 |
Dyslexia laws in the USA
|
Youman, Martha |
|
2012 |
|
2 |
p. 133-153 |
artikel |
30 |
E-book reading hinders aspects of long-text comprehension for adults with dyslexia
|
Cavalli, Eddy |
|
2019 |
|
2 |
p. 243-259 |
artikel |
31 |
Editor’s commentary
|
Leong, Che Kan |
|
2005 |
|
2 |
p. 135-146 |
artikel |
32 |
Editor’s commentary
|
Leong, Che Kan |
|
2004 |
|
2 |
p. 173-177 |
artikel |
33 |
Editor’s commentary
|
Leong, Che Kan |
|
2006 |
|
2 |
p. 192-198 |
artikel |
34 |
EEG correlates of developmental dyslexia: a systematic review
|
Cainelli, Elisa |
|
|
|
2 |
p. 184-213 |
artikel |
35 |
Effect of chunk strength on the performance of children with developmental dyslexia on artificial grammar learning task may be related to complexity
|
Schiff, Rachel |
|
2017 |
|
2 |
p. 180-199 |
artikel |
36 |
Emerging phonological awareness differentiates children with and without familial risk for dyslexia after controlling for general language skills
|
Puolakanaho, Anne |
|
2004 |
|
2 |
p. 221-243 |
artikel |
37 |
Erratum to: Computer-based learning of spelling skills in children with and without dyslexia
|
Kast, Monika |
|
2012 |
|
2 |
p. 135-136 |
artikel |
38 |
Evidence for a preserved sensitivity to orthographic redundancy and an impaired access to phonological syllables in French developmental dyslexics
|
Doignon-Camus, Nadège |
|
2012 |
|
2 |
p. 117-132 |
artikel |
39 |
Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia
|
Dahl-Leonard, Katlynn |
|
|
|
2 |
p. 288-313 |
artikel |
40 |
Exploring boundary conditions of the listening comprehension-reading comprehension discrepancy index
|
Odegard, Timothy N. |
|
|
|
2 |
p. 301-323 |
artikel |
41 |
Exploring reading profiles of rural school students
|
Daniel, Johny |
|
|
|
2 |
p. 235-259 |
artikel |
42 |
Exploring sources of poor reading comprehension in English language learners
|
Li, Miao |
|
|
|
2 |
p. 299-321 |
artikel |
43 |
Eye movements of university students with and without reading difficulties during naming speed tasks
|
Dahhan, Noor Al |
|
2014 |
|
2 |
p. 137-150 |
artikel |
44 |
Genes, environment, and dyslexia the 2005 Norman Geschwind memorial lecture
|
Olson, Richard K. |
|
2006 |
|
2 |
p. 205-238 |
artikel |
45 |
Graphophonological processes in dyslexic readers of French: A longitudinal study of the explicitness effect of tasks
|
Daigle, Daniel |
|
2012 |
|
2 |
p. 82-99 |
artikel |
46 |
How word decoding skill impacts text memory: The centrality deficit and how domain knowledge can compensate
|
Miller, Amanda C. |
|
2009 |
|
2 |
p. 99-113 |
artikel |
47 |
Identifying high-functioning dyslexics: is self-report of early reading problems enough?
|
Deacon, S. Hélène |
|
2012 |
|
2 |
p. 120-134 |
artikel |
48 |
Impact of audio on navigation strategies in children and adults with dyslexia
|
Knoop-van Campen, Carolien A. N. |
|
|
|
2 |
p. 165-183 |
artikel |
49 |
Impacts of cognitive flexibility on central word identification: evidence from poor comprehenders’ discourse comprehension of first graders with ADHD
|
Dong, Yang |
|
|
|
2 |
p. 314-335 |
artikel |
50 |
Implicit learning deficits among adults with developmental dyslexia
|
Kahta, Shani |
|
2016 |
|
2 |
p. 235-250 |
artikel |
51 |
Implicit learning of non-linguistic and linguistic regularities in children with dyslexia
|
Nigro, Luciana |
|
2015 |
|
2 |
p. 202-218 |
artikel |
52 |
Implicit sequence learning in dyslexia: a within-sequence comparison of first- and higher-order information
|
Du, Wenchong |
|
2012 |
|
2 |
p. 154-170 |
artikel |
53 |
Influences of individual, text, and assessment factors on text/discourse comprehension in oral language (listening comprehension)
|
Kim, Young-Suk Grace |
|
|
|
2 |
p. 218-237 |
artikel |
54 |
Introduction to the special issue on advances in the understanding of reading comprehension deficits
|
Barquero, Laura A. |
|
|
|
2 |
p. 211-217 |
artikel |
55 |
Is season of birth related to developmental dyslexia?
|
Donfrancesco, Renato |
|
2010 |
|
2 |
p. 175-182 |
artikel |
56 |
Language and reading comprehension for students with dyslexia: An introduction to the special issue
|
Stevens, Elizabeth A. |
|
|
|
2 |
p. 197-203 |
artikel |
57 |
Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia
|
Lyytinen, Paula |
|
2005 |
|
2 |
p. 166-192 |
artikel |
58 |
Literacy-supporting skills in college students with specific reading comprehension deficit and developmental language disorder
|
Earle, F. Sayako |
|
|
|
2 |
p. 282-298 |
artikel |
59 |
Measuring adult literacy students’ reading skills using the Gray Oral Reading Test
|
Greenberg, Daphne |
|
2009 |
|
2 |
p. 133-149 |
artikel |
60 |
Morphological awareness and vocabulary predict reading resilience in adults
|
Farris, Emily A. |
|
|
|
2 |
p. 347-371 |
artikel |
61 |
Neuropsychological intervention in kindergarten children with subtyped risks of reading retardation
|
Smit-Glaudé, Sietsia W. D. |
|
2005 |
|
2 |
p. 217-245 |
artikel |
62 |
NL reading skills mediate the relationship between NL phonological processing skills and a foreign language (FL) reading skills in students with and without dyslexia: a case of a NL (Polish) and FL (English) with different degrees of orthographic consistency
|
Łockiewicz, Marta |
|
2019 |
|
2 |
p. 219-242 |
artikel |
63 |
Orthographic learning in dyslexic Spanish children
|
Suárez-Coalla, Paz |
|
2014 |
|
2 |
p. 166-181 |
artikel |
64 |
Parents’ reading-related knowledge and children’s reading acquisition
|
Ladd, Megan |
|
2011 |
|
2 |
p. 201-222 |
artikel |
65 |
Past perspectives and new opportunities for the explanatory item response model
|
Petscher, Yaacov |
|
|
|
2 |
p. 160-179 |
artikel |
66 |
Perceived negative consequences of dyslexia: the influence of person and environmental factors
|
Bazen, Loes |
|
|
|
2 |
p. 214-234 |
artikel |
67 |
Perceptual organization, phonological awareness, and reading comprehension in adults with and without learning disabilities
|
Stothers, Margot |
|
2010 |
|
2 |
p. 209-237 |
artikel |
68 |
Performance of children with developmental dyslexia on high and low topological entropy artificial grammar learning task
|
Katan, Pesia |
|
2016 |
|
2 |
p. 163-179 |
artikel |
69 |
Phonological processing and emergent literacy in Spanish-speaking preschool children
|
Anthony, Jason L. |
|
2006 |
|
2 |
p. 239-270 |
artikel |
70 |
Phonological processing and emergent literacy in younger and older preschool children
|
Anthony, Jason L. |
|
2007 |
|
2 |
p. 113-137 |
artikel |
71 |
Predicting Arabic word reading: A cross-classified generalized random-effects analysis showing the critical role of morphology
|
Tibi, Sana |
|
|
|
2 |
p. 200-219 |
artikel |
72 |
Predicting individual differences in reading comprehension: a twin study
|
Harlaar, Nicole |
|
2010 |
|
2 |
p. 265-288 |
artikel |
73 |
Predicting reading comprehension of narrative and expository texts among Hebrew-speaking readers with and without a reading disability
|
Primor, Liron |
|
2011 |
|
2 |
p. 242-268 |
artikel |
74 |
Predicting reading disabilities using dynamic assessment of decoding before and after the onset of reading instruction: a longitudinal study from kindergarten through grade 2
|
Gellert, Anna S. |
|
2018 |
|
2 |
p. 126-144 |
artikel |
75 |
Predictive assessment of reading
|
Wood, Frank B. |
|
2005 |
|
2 |
p. 193-216 |
artikel |
76 |
Preparing novice teachers to develop basic reading and spelling skills in children
|
Spear-Swerling, Louise |
|
2004 |
|
2 |
p. 332-364 |
artikel |
77 |
Private speech use in arithmetical calculation: relationship with phonological memory skills in children with and without mathematical difficulties
|
Ostad, Snorre A. |
|
2015 |
|
2 |
p. 103-119 |
artikel |
78 |
RAN as a predictor of reading skills, and vice versa: results from a randomised reading intervention
|
Wolff, Ulrika |
|
2014 |
|
2 |
p. 151-165 |
artikel |
79 |
Rapid visual processing by college students in reading irregular words and phonologically regular pseudowords presented singly and in contiguity
|
Au, Agnes |
|
2006 |
|
2 |
p. 335-360 |
artikel |
80 |
Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew: the road not taken
|
Schiff, Rachel |
|
2012 |
|
2 |
p. 171-185 |
artikel |
81 |
Reading and coherent motion perception in school age children
|
Kassaliete, Evita |
|
2015 |
|
2 |
p. 69-83 |
artikel |
82 |
Reading, arithmetic, and task orientation—How are they related?
|
Lundberg, Ingvar |
|
2006 |
|
2 |
p. 361-377 |
artikel |
83 |
Reading development and dyslexia in a transparent orthography: a survey of Spanish children
|
Davies, Robert |
|
2007 |
|
2 |
p. 179-198 |
artikel |
84 |
Reading fluency and speech perception speed of beginning readers with persistent reading problems: the perception of initial stop consonants and consonant clusters
|
Snellings, Patrick |
|
2010 |
|
2 |
p. 151-174 |
artikel |
85 |
Reading in French-speaking adults with dyslexia
|
Martin, Jennifer |
|
2010 |
|
2 |
p. 238-264 |
artikel |
86 |
Reading strategies in Spanish developmental dyslexics
|
Suárez-Coalla, Paz |
|
2011 |
|
2 |
p. 71-81 |
artikel |
87 |
Reading under the skin: physiological activation during reading in children with dyslexia and typical readers
|
Tobia, Valentina |
|
2015 |
|
2 |
p. 171-186 |
artikel |
88 |
Relationships of naming skills to reading, memory, and receptive vocabulary: Evidence for imprecise phonological representations of words by poor readers
|
Fowlert, Anne E. |
|
2004 |
|
2 |
p. 247-280 |
artikel |
89 |
Remembering Dr. Anne E. Fowler editor, annals of dyslexia, 1994–1999
|
Brady, Susan |
|
2004 |
|
2 |
p. 244-246 |
artikel |
90 |
Response to intervention for high school students: examining baseline word reading skills and reading comprehension outcomes
|
Solis, Michael |
|
|
|
2 |
p. 324-340 |
artikel |
91 |
Samuel Torrey Orton award to Jack M. Fletcher: Citation acceptance of the Samuel Torrey Orton award November 14, 2003, San Diego, California
|
Fletcher, Jack M. |
|
2004 |
|
2 |
p. 178-183 |
artikel |
92 |
Samuel Torrey Orton award to Margaret J. Snowling: Citation acceptance speech of Samuel Torrey Orton award
|
Snowling, Margaret J. |
|
2006 |
|
2 |
p. 199-204 |
artikel |
93 |
Samuel torrey orton award to martha bridge denckla: Citation acceptance speech of samuel torrey Orton award Martha bridge Denckla
|
|
|
2005 |
|
2 |
p. 147-150 |
artikel |
94 |
Sentence comprehension in young adults with developmental dyslexia
|
Wiseheart, Rebecca |
|
2009 |
|
2 |
p. 151-167 |
artikel |
95 |
Short-term memory for order but not for item information is impaired in developmental dyslexia
|
Hachmann, Wibke M. |
|
2014 |
|
2 |
p. 121-136 |
artikel |
96 |
Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery
|
Steacy, Laura M. |
|
|
|
2 |
p. 259-274 |
artikel |
97 |
Slower implicit categorical learning in adult poor readers
|
Sperling, Anne J. |
|
2004 |
|
2 |
p. 281-303 |
artikel |
98 |
Spatial selective attention and asynchrony of cognitive systems in adult dyslexic readers: an ERPs and behavioral study
|
Menashe, Shay |
|
2018 |
|
2 |
p. 145-164 |
artikel |
99 |
Speech recognition-based and automaticity programs to help students with severe reading and spelling problems
|
Higgins, Eleanor L. |
|
2004 |
|
2 |
p. 365-388 |
artikel |
100 |
Spelling consistency affects reading in young Dutch readers with and without dyslexia
|
Bosman, Anna M. T. |
|
2006 |
|
2 |
p. 271-300 |
artikel |
101 |
Spelling pronunciation and visual preview both facilitate learning to spell irregular words
|
Hilte, Maartje |
|
2006 |
|
2 |
p. 301-318 |
artikel |
102 |
Spelling transparency and its impact on dyslexic and unimpaired children’s memory for words
|
Baluch, Bahman |
|
2006 |
|
2 |
p. 319-334 |
artikel |
103 |
Statistical learning and dyslexia: a systematic review
|
Schmalz, Xenia |
|
2016 |
|
2 |
p. 147-162 |
artikel |
104 |
Teachers’ literacy-related knowledge and self-perceptions in relation to preparation and experience
|
Spear-Swerling, Louise |
|
2005 |
|
2 |
p. 266-296 |
artikel |
105 |
The development of children at familial risk for dyslexia: Birth to early school age
|
Lyytinen, Heikki |
|
2004 |
|
2 |
p. 184-220 |
artikel |
106 |
The effect of a specialized dyslexia font, OpenDyslexic, on reading rate and accuracy
|
Wery, Jessica J. |
|
2016 |
|
2 |
p. 114-127 |
artikel |
107 |
The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia
|
Knoop-van Campen, C. A. N. |
|
|
|
2 |
p. 341-360 |
artikel |
108 |
The effects of orthographic transparency and familiarity on reading Hebrew words in adults with and without dyslexia
|
Yael, Weiss |
|
2015 |
|
2 |
p. 84-102 |
artikel |
109 |
The influence of language knowledge and test components on reading comprehension scores
|
Collins, Alyson A. |
|
|
|
2 |
p. 238-259 |
artikel |
110 |
The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers
|
Martinez-Lincoln, Amanda |
|
|
|
2 |
p. 322-345 |
artikel |
111 |
The multiple deficit model of dyslexia: what does it mean for identification and intervention?
|
Ring, Jeremiah |
|
2018 |
|
2 |
p. 104-125 |
artikel |
112 |
The nature of the phonological processing in French dyslexic children: evidence for the phonological syllable and linguistic features' role in silent reading and speech discrimination
|
Maïonchi-Pino, Norbert |
|
2010 |
|
2 |
p. 123-150 |
artikel |
113 |
The neurocognitive basis of morphological processing in typical and impaired readers
|
Marks, Rebecca A. |
|
|
|
2 |
p. 361-383 |
artikel |
114 |
The reading profiles of late elementary English learners with and without risk for dyslexia
|
Miciak, Jeremy |
|
|
|
2 |
p. 276-300 |
artikel |
115 |
The relations between reading and spelling: an examination of subtypes of reading disability
|
Bar-Kochva, Irit |
|
2015 |
|
2 |
p. 219-234 |
artikel |
116 |
The role of word knowledge in error detection: a challenge to the broken error monitor account of dyslexia
|
Harris, Lindsay N. |
|
|
|
2 |
p. 384-402 |
artikel |
117 |
Too little or too much? Parafoveal preview benefits and parafoveal load costs in dyslexic adults
|
Silva, Susana |
|
2015 |
|
2 |
p. 187-201 |
artikel |
118 |
Tracking reading skills and reading-related skills in dyslexia before (age 5) and after (ages 10–17) diagnosis
|
Lefèvre, Elise |
|
|
|
2 |
p. 260-287 |
artikel |
119 |
Training reading fluency among poor readers of German: many ways to the goal
|
Huemer (née Hintikka), Sini |
|
2008 |
|
2 |
p. 115-137 |
artikel |
120 |
Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties
|
Capin, Philip |
|
|
|
2 |
p. 249-275 |
artikel |
121 |
Use of context in the word recognition process by adults with a significant history of reading difficulties
|
Corkett, Julie K. |
|
2008 |
|
2 |
p. 139-161 |
artikel |
122 |
Using an item-specific predictor to test the dimensionality of the orthographic choice task
|
Compton, Donald L. |
|
|
|
2 |
p. 243-258 |
artikel |
123 |
Variations in the use of simple and context-sensitive grapheme-phoneme correspondences in English and German developing readers
|
Schmalz, Xenia |
|
|
|
2 |
p. 180-199 |
artikel |
124 |
What type of computer-assisted exercise supports young less skilled spellers in resolving problems in open and closed syllable words?
|
Hilte, Maartje |
|
2008 |
|
2 |
p. 97-114 |
artikel |