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No Evidence of Creative Benefit Accompanying Dyslexia: A Meta-Analysis

Journal of learning disabilities, 2022-05, Vol.55 (3), p.242-253

2022

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Phonemic Awareness: Evidence-Based Instruction for Students in Need of Intervention

Intervention in school and clinic, 2024-03, Vol.59 (4), p.269-273

2024

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Insights into Dyslexia Genetics Research from the Last Two Decades

Brain sciences, 2021-12, Vol.12 (1), p.27

2021

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Genetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status

Journal of learning disabilities, 2019-03, Vol.52 (2), p.135-145

2019

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A Meta-Analytical Review of the Genetic and Environmental Correlations between Reading and Attention-Deficit/Hyperactivity Disorder Symptoms and Reading and Math

Scientific studies of reading, 2020-01, Vol.24 (1), p.23-56

2020

Volltextzugriff (PDF)

Kormos, J. and Smith, A. M. (2012). Teaching Languages to Students with Specific Learning Differences. Bristol: Multilingual Matters. 232 p., ISBN 978-1-84769-620-5

CEPS journal, 2012-09, Vol.2 (3), p.181-186

Erbeli, Florina

2012

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Translating Research Findings in Genetics of Learning Disabilities to Special Education Instruction

Mind, brain and education, 2019-05, Vol.13 (2), p.74-79

Erbeli, Florina

2019

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Examining the Effects of Silent Independent Reading on Reading Outcomes: A Narrative Synthesis Review from 2000 to 2020

Reading & writing quarterly, 2022-05, Vol.38 (3), p.253-271

2022

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Simple view of reading among Slovenian English foreign language learners: A latent interaction modeling approach

Learning and individual differences, 2022-01, Vol.93, p.101958, Article 101958

2022

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The predictive role of early childhood dysregulation profile on the parallel growth trajectories of reading and math performance across elementary and middle school

Contemporary educational psychology, 2023-07, Vol.74, p.102200, Article 102200

2023

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Longitudinal Associations Among Reading‐Related Skills and Reading Comprehension: A Twin Study

Child development, 2018-11, Vol.89 (6), p.e480-e493

2018

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Unraveling the Relation Between Reading Comprehension and Print Exposure

Child development, 2020-09, Vol.91 (5), p.1548-1562

2020

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Exploring the Machine Learning Paradigm in Determining Risk for Reading Disability

Scientific studies of reading, 2023, Vol.27 (1), p.5-20

2023

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Advancements in Identification and Risk Prediction of Reading Disabilities

Scientific studies of reading, 2023, Vol.27 (1), p.1-4

2023

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Developmental dynamics between reading and math in elementary school

Developmental science, 2021-01, Vol.24 (1), p.e13004-n/a

2021

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Reading ability, reading fluency and orthographic skills: the case of L1 Slovene English as a foreign language students

CEPS journal, 2012, Vol.2 (3), p.119-139

2012

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Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence

Journal of child psychology and psychiatry, 2020-06, Vol.61 (6), p.689-698

2020

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Reading intervention and neuroplasticity: A systematic review and meta-analysis of brain changes associated with reading intervention

Neuroscience and biobehavioral reviews, 2022-01, Vol.132, p.465-494

2022

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Phonemic Awareness: A Meta‐Analysis for Planning Effective Instruction

Reading research quarterly, 2022-10, Vol.57 (4), p.1259-1289

2022

Volltextzugriff (PDF)

Universal Screening in Kindergarten: Validity and Classification Accuracy of Istation's Indicators of Progress-Early Reading

School psychology, 2024-01, Vol.39 (1), p.72-80

2024

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Where you live matters: visualizing environmental effects on reading attainment

Journal of child psychology and psychiatry, 2024-06, Vol.65 (6), p.798-808

2024

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A Meta-Analysis on the Optimal Cumulative Dosage of Early Phonemic Awareness Instruction

Scientific studies of reading, 2024-07, Vol.28 (4), p.345-370

2024

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Developmental trajectories for literacy and math skills from primary to secondary school

Journal of research in reading, 2022-02, Vol.45 (1), p.65-82

2022

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Pathways to Reading Competence: Emotional Self-regulation, Literacy Contexts, and Embodied Learning Processes

Reading psychology, 2020-10, Vol.41 (7), p.633-659

2020

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Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model

Scientific studies of reading, 2018-01, Vol.22 (2), p.167-180

2018

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No Evidence of Creative Benefit Accompanying Dyslexia: A Meta-Analysis

Phonemic Awareness: Evidence-Based Instruction for Students in Need of Intervention

Insights into Dyslexia Genetics Research from the Last Two Decades

Genetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status

A Meta-Analytical Review of the Genetic and Environmental Correlations between Reading and Attention-Deficit/Hyperactivity Disorder Symptoms and Reading and Math

Kormos, J. and Smith, A. M. (2012). Teaching Languages to Students with Specific Learning Differences. Bristol: Multilingual Matters. 232 p., ISBN 978-1-84769-620-5

Translating Research Findings in Genetics of Learning Disabilities to Special Education Instruction

Examining the Effects of Silent Independent Reading on Reading Outcomes: A Narrative Synthesis Review from 2000 to 2020

Simple view of reading among Slovenian English foreign language learners: A latent interaction modeling approach

The predictive role of early childhood dysregulation profile on the parallel growth trajectories of reading and math performance across elementary and middle school

Longitudinal Associations Among Reading‐Related Skills and Reading Comprehension: A Twin Study

Unraveling the Relation Between Reading Comprehension and Print Exposure

Exploring the Machine Learning Paradigm in Determining Risk for Reading Disability

Advancements in Identification and Risk Prediction of Reading Disabilities

Developmental dynamics between reading and math in elementary school

Reading ability, reading fluency and orthographic skills: the case of L1 Slovene English as a foreign language students

Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence

Reading intervention and neuroplasticity: A systematic review and meta-analysis of brain changes associated with reading intervention

Phonemic Awareness: A Meta‐Analysis for Planning Effective Instruction

Universal Screening in Kindergarten: Validity and Classification Accuracy of Istation's Indicators of Progress-Early Reading

Where you live matters: visualizing environmental effects on reading attainment

A Meta-Analysis on the Optimal Cumulative Dosage of Early Phonemic Awareness Instruction

Developmental trajectories for literacy and math skills from primary to secondary school

Pathways to Reading Competence: Emotional Self-regulation, Literacy Contexts, and Embodied Learning Processes

Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model

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