Citations (66)
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Madelon van den Boer & Elise H. de Bree. (2024) To Show or Tell: Improving the Spelling of Rule-Based Words with Explicit or Implicit Practice. Scientific Studies of Reading 28:3, pages 303-320.
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Sanja Skočić Mihić, Valentina Martan & Barbara Rončević Zubković. (2022) Educational Interventions for Primary School Students with Dyslexia–a Mapping Study. Reading & Writing Quarterly 38:5, pages 415-435.
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Chiara Banfi, Karl Koschutnig, Kristina Moll, Gerd Schulte-Körne, Andreas Fink & Karin Landerl. (2021) Reading-related functional activity in children with isolated spelling deficits and dyslexia. Language, Cognition and Neuroscience 36:5, pages 543-561.
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Tonya N. Davis$suffix/text()$suffix/text(). (2020) Brief intervention targeting letter sounds, letter naming, and segmenting frequency skills show promise for improving spelling accuracy1. Evidence-Based Communication Assessment and Intervention 14:3, pages 138-145.
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Georgia Z. Niolaki, Vassilios Papadimitriou, Aris R. Terzopoulos & Jackie Masterson. Greek-spelling predictors; an investigation of literacy- and cognitive-related factors. Journal of Cognitive Psychology 0:0, pages 1-16.
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Jayne Newbury & Jessica Eagle. The complexities of diagnosis: New Zealand parents’ knowledge, perceptions, and experiences of identification of their children’s language and literacy difficulties. International Journal of Speech-Language Pathology 0:0, pages 1-15.
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Articles from other publishers (60)
Gal Kaldes, Elizabeth L. Tighe, MaryAnn Romski, Therese D. Pigott & Christina Doan Sun. (2024) Morphological assessment features and their relations to reading: A meta-analytic structural equation modeling study. Educational Research Review 43, pages 100602.
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Katherine I. Martin. (2024) How a Phonics-Based Intervention, L1 Orthography, and Item Characteristics Impact Adult ESL Spelling Knowledge. Education Sciences 14:4, pages 421.
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Robert Savage, Kristina Maiorino, Kristina Gavin, Hannah Horne-Robinson, George Georgiou & Hélène Deacon. (2023) Contrasting Direct Instruction in Morphological Decoding and Morphological Inquiry-Analysis Interventions in Grade 3 Children With Poor Morphological Awareness. Journal of Learning Disabilities 57:2, pages 120-136.
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Estelle Ardanouy, Pascal Zesiger & Hélène Delage. (2024) Derivational Morphology Training in French-Speaking, 9- to 14- Year-Old Children and Adolescents With Developmental Dyslexia: Does it Improve Morphological Awaraness, Reading and Spelling Outcome Measures?. Journal of Learning Disabilities.
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Björn Witzel, Ruth Görgen-Rein, Katharina Galuschka, Sini Huemer, Irene Corvacho del Toro, Gerd Schulte-Körne & Kristina Moll. (2024) Digital game-based spelling intervention for children with spelling deficits: A randomized controlled trial. Learning and Instruction 89, pages 101842.
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Miguel Ángel Tirado Ramos. (2024) DIME CÓMO LEES Y TE DIRÉ CUÁNTO APRENDES
¿QUÉ NOS APORTA LA INVESTIGACIÓN A LA ENSEÑANZA DE LA LECTURA?. Supervision21, pages 1-65.
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Gerd Schulte-Körne & Johannes Mierau. (2024) Bundesverfassungsgericht stellt fest, dass eine Lese- und Rechtschreibstörung (Legasthenie) eine Behinderung ist. Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie 52:1, pages 61-64.
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Nikolay Taran, Rola Farah, Carmel Gashri, Ester Gitman, Keri Rosch, Bradley L. Schlaggar & Tzipi Horowitz-Kraus. (2023) Executive functions–based reading training engages the cingulo-opercular and dorsal attention networks. Network Neuroscience 7:4, pages 1452-1482.
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Mirjam de, Sara Mata, Francisca Serrano, Wilma Resing & Bart Vogelaar*. (2023) Online Dynamic Testing of Reading and Writing, Executive Functioning and Reading Self-Concept in Typically Developing Children and Children Diagnosed with Dyslexia. European Journal of Psychology and Educational Research 6:4, pages 165-179.
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Angie B. Harris, Moira Konrad & Kara N. Shawbitz. (2023) Using Flowcharts to Teach Spelling to Students with High-Incidence Disabilities in an Alternative School. Education and Treatment of Children 46:4, pages 319-335.
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Fani Nasika & Theodosia Thoma. 2023. Childhood Developmental Language Disorders. Childhood Developmental Language Disorders
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Juliane Kindl & Wolfgang Lenhard. (2023) A meta-analysis on the effectiveness of functional literacy interventions for adults. Educational Research Review 41, pages 100569.
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Rachel Schiff, Shani Levy-Shimon, Ayelet Sasson, Ella Kimel & Dorit Ravid. (2022) Multiple dimensions of affix spelling complexity: analyzing the performance of children with dyslexia and typically developing controls. Reading and Writing 36:9, pages 2373-2407.
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Shuo Feng, Lishan Zhang, Shuwen Wang & Zhihui Cai. (2023) Effectiveness of the functions of classroom orchestration systems: A systematic review and meta-analysis. Computers & Education 203, pages 104864.
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Bjarte Furnes, Åsa Elwér, Stefan Samuelsson, Rebecca Treiman & Richard K. Olson. (2023) The stability and developmental interplay of word reading and spelling: a cross-linguistic longitudinal study from kindergarten to grade 4. Reading and Writing.
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Kimberly Reyes-Giordano & Daniel M. Fienup. (2021) Brief and Extended Experimental Analyses of Spelling Deficits. Journal of Behavioral Education 32:3, pages 405-429.
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Styliani N. Tsesmeli & Ioanna Skarmoutsou. (2023) Implementing a scientifically based educational intervention in mainstream primary schools before and during COVID-19 era: Evidence from Greek-speaking children. Research in Developmental Disabilities 139, pages 104563.
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Katlynn Dahl-Leonard, Colby Hall, Philip Capin, Emily J. Solari, Alisha Demchak & William J. Therrien. (2023) Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia. Annals of Dyslexia 73:2, pages 288-313.
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Ilias Vasileiou. 2023. Perspectives of Cognitive, Psychosocial, and Learning Difficulties From Childhood to Adulthood. Perspectives of Cognitive, Psychosocial, and Learning Difficulties From Childhood to Adulthood
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Estelle Ardanouy, Pascal Zesiger & Hélène Delage. (2023) Intensive and explicit derivational morphology training in school-aged children: an effective way to improve morphological awareness, spelling and reading?. Reading and Writing.
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Lamprini-Anna Gaitanidi, Carmen Corujo-Vélez & Esther Vega-Gea. (2023) The Impact of Dyslexia Box: A Case Study on Students in an Integration Class in Greece. Education Sciences 13:5, pages 486.
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Young‐Suk Grace Kim & Yaacov Petscher. (2023) Do Spelling and Vocabulary Improve Classification Accuracy of Children's Reading Difficulties Over and Above Word Reading?. Reading Research Quarterly 58:2, pages 240-253.
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Colby Hall, Katlynn Dahl‐Leonard, Eunsoo Cho, Emily J. Solari, Philip Capin, Carlin L. Conner, Alyssa R. Henry, Lysandra Cook, Latisha Hayes, Isabel Vargas, Cassidi L. Richmond & Karen F. Kehoe. (2022) Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis. Reading Research Quarterly 58:2, pages 285-312.
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Kelechi Uchemadu LAZARUS & Oloyede Ojo AUDU. (2023) EFFECT OF TWO INSTRUCTIONAL STRATEGIES ON SPELLING PERFORMANCE OF PUPILS WITH LEARNING DISABILITIES IN IBADAN, NIGERIA. International Online Journal of Primary Education 12:1, pages 15-24.
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Hossein Jamshidifarsani, Samir Garbaya & Ioana Andreea Stefan. (2023) Intelligent Modeling for In-Home Reading and Spelling Programs. Computers 12:3, pages 56.
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Katharina Prinz, Susanne Seifert & Barbara Gasteiger-Klicpera. (2023) Lese- und/oder Rechtschreibstörungen (LRS) im Jugendalter. Sprache · Stimme · Gehör 47:01, pages 29-34.
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Kristina Moll, Beatrice J. Georgii, Ralph Tunder & Gerd Schulte‐Körne. (2022) Economic evaluation of dyslexia intervention. Dyslexia 29:1, pages 4-21.
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Rosanne Esposito, Elisabeth Herbert & Emma Sumner. (2022) Capturing variations in how spelling is taught in primary school classrooms in England. British Educational Research Journal 49:1, pages 70-92.
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Reinhard Kargl, Christian Purgstaller, Martin Berger & Andreas Fink. (2023) Überprüfung der Wirksamkeit eines adaptiven Lern- und Fehlerworttrainings. Lernen und Lernstörungen 12:1, pages 17-26.
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Vassilios Papadimitriou & Vassilios Argyropoulos. (2023) Investigating predictability aspects of phonological type errors in braille spelling. Research in Developmental Disabilities 132, pages 104388.
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Li-Ping Yang, Chun-Bo Li, Xiu-Mei Li, Man-Man Zhai, Jing Zhao & Xu-Chu Weng. (2022) Prevalence of developmental dyslexia in primary school children: a protocol for systematic review and meta-analysis. World Journal of Pediatrics 18:12, pages 804-809.
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Leslie D. Leve, Gordon T. Harold, Jenae M. Neiderhiser, Misaki N. Natsuaki, Daniel S. Shaw, Jody M. Ganiban & David Reiss. (2022) The Potential of Children's Rearing Environment to Overcome Genetic Propensity for Low Reading Achievement. Mind, Brain, and Education 16:4, pages 352-359.
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Christina Novelli & Kristin L. Sayeski. (2022) Using Sound Walls to Promote Independent Spellers. TEACHING Exceptional Children, pages 004005992211274.
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Robin van Rijthoven, Tijs Kleemans, Eliane Segers & Ludo Verhoeven. (2022) Compensatory role of verbal learning and consolidation in reading and spelling of children with dyslexia. Annals of Dyslexia 72:3, pages 461-486.
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Laura Kanniainen, Carita Kiili, Asko Tolvanen, Jukka Utriainen, Mikko Aro, Donald J. Leu & Paavo H. T. Leppänen. (2022) Online Research and Comprehension Performance Profiles Among Sixth‐Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties. Reading Research Quarterly 57:4, pages 1213-1235.
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Yanqi Wu, Yanxia Cheng, Xianlin Yang, Wenyan Yu & Yuehua Wan. (2022) Dyslexia: A Bibliometric and Visualization Analysis. Frontiers in Public Health 10.
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Steve Graham, Omer Faruk Tavsanli & Abdullah Kaldirim. (2021) Improving Writing Skills of Students in Turkey: a Meta-analysis of Writing Interventions. Educational Psychology Review 34:2, pages 889-934.
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Samira Bruch, Kira Li Sanchez & Malte Schwinger. (2022) Zur Güte von Evaluationsstudien deutschsprachiger Rechtschreibtrainings. Lernen und Lernstörungen 11:2, pages 90-103.
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Sabrina Turker & Gesa Hartwigsen. (2021) The use of noninvasive brain stimulation techniques to improve reading difficulties in dyslexia: A systematic review. Human Brain Mapping 43:3, pages 1157-1173.
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Melvin M. R. Ng, Peter N. Bowers & Jeffrey S. Bowers. (2022) A promising new tool for literacy instruction: The morphological matrix. PLOS ONE 17:1, pages e0262260.
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Jeffrey S. Bowers. (2021) Yes Children Need to Learn Their GPCs but There Really Is Little or No Evidence that Systematic or Explicit Phonics Is Effective: a response to Fletcher, Savage, and Sharon (2020). Educational Psychology Review 33:4, pages 1965-1979.
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Gerd Schulte-Körne. (2021) Verpasste Chancen: Die neuen diagnostischen Leitlinien zur Lese-, Rechtschreib- und Rechenstörung der ICD-11. Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie 49:6, pages 463-467.
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Joanna Zawadka, Aneta Miękisz, Iwona Nowakowska, Joanna Plewko, Magdalena Kochańska & Ewa Haman. (2021) Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic. Education and Information Technologies 26:6, pages 6973-6994.
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Qisheng Li, Josephine Lee, Christina Zhang & Katharina Reinecke. (2021) How Online Tests Contribute to the Support System for People With Cognitive and Mental Disabilities. How Online Tests Contribute to the Support System for People With Cognitive and Mental Disabilities.
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