| 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 |
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