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Psychometric Approaches to the Identification of LD: IQ and Achievement Scores Are Not Sufficient

Journal of learning disabilities, 2005-03, Vol.38 (2), p.98-108

2005

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The Role of Functional Magnetic Resonance Imaging in Understanding Reading and Dyslexia

Developmental neuropsychology, 2006-01, Vol.30 (1), p.613-632

2006

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Teacher Knowledge, Instructional Expertise, and the Development of Reading Proficiency

Journal of learning disabilities, 2009-09, Vol.42 (5), p.475-480

2009

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Enhancing inferential abilities in adolescence: new hope for students in poverty

Frontiers in human neuroscience, 2014, Vol.8, p.924-924

2014

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Validity of IQ-Discrepancy Classifications of Reading Disabilities: A Meta-Analysis

American educational research journal, 2002-06, Vol.39 (2), p.469-518

2002

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Evidence-Based Assessment of Learning Disabilities in Children and Adolescents

Journal of clinical child and adolescent psychology, 2005-09, Vol.34 (3), p.506-522

2005

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Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers: More Evidence Against the IQ-Achievement Discrepancy Definition of Reading Disability

Journal of learning disabilities, 2000-05, Vol.33 (3), p.223-238

2000

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Disruption of posterior brain systems for reading in children with developmental dyslexia

Biological psychiatry (1969), 2002-07, Vol.52 (2), p.101-110

2002

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Development of left occipitotemporal systems for skilled reading in children after a phonologically- based intervention

Biological psychiatry (1969), 2004-05, Vol.55 (9), p.926-933

2004

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Predicting Growth in Word Level Reading Skills in Children With Developmental Dyslexia Using an Object Rhyming Functional Neuroimaging Task

Developmental neuropsychology, 2016-04, Vol.41 (3), p.145-161

2016

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Neural systems for compensation and persistence: young adult outcome of childhood reading disability

Biological psychiatry (1969), 2003-07, Vol.54 (1), p.25-33

2003

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Critical Conceptual and Methodological Considerations in Reading Intervention Research

Journal of learning disabilities, 1997-11, Vol.30 (6), p.578-588

1997

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Neuroimaging: A Window to the Neurological Foundations of Learning and Behavior in Children

1996

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Assessing Distributed Leadership and the Successful Implementation of Evidence-Based Practices

The journal of applied research on children, 2012-10, Vol.3 (2)

Lyon, G. Reid

2012

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Subtypes of Reading Disability: Variability Around a Phonological Core

Journal of educational psychology, 1998-09, Vol.90 (3), p.347-373

1998

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Effects of higher-order cognitive strategy training on gist-reasoning and fact-learning in adolescents

Frontiers in psychology, 2010-01, Vol.1, p.188-188

2010

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Toward a Definition of Dyslexia

Annals of dyslexia, 1995-01, Vol.45 (1), p.3-27

Lyon, G. Reid

1995

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Better Understanding Learning Disabilities: New Views from Research and Their Implications for Education and Public Policies

Lyon, G. Reid, Ed

1993

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Learning Disabilities

The Future of children, 1996, Vol.6 (1), p.54-76

Lyon, G. Reid

1996

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Reading first

Education next, 2008-09, Vol.8 (4), p.7

Lyon, Reid G

2008

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Why Scientific Research Must Guide Educational Policy and Instructional Practices in Learning Disabilities

Learning disability quarterly, 2005-05, Vol.28 (2), p.140-143

Lyon, G. Reid

2005

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A Definition of Dyslexia

Annals of dyslexia, 2003-01, Vol.53 (1), p.1-14

2003

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Learning Disabilities: From Identification to Intervention. Second Edition

Guilford Press, 2018

2018

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Wanted: Teachers with Knowledge of Language

Topics in language disorders, 1996-02, Vol.16 (2), p.73-86

1996

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Acceptance of the Samuel Torrey Orton Award November 2000, Washington, D.C

Annals of dyslexia, 2001-01, Vol.51, p.3-7

Lyon, G. Reid

2001

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Psychometric Approaches to the Identification of LD: IQ and Achievement Scores Are Not Sufficient

The Role of Functional Magnetic Resonance Imaging in Understanding Reading and Dyslexia

Teacher Knowledge, Instructional Expertise, and the Development of Reading Proficiency

Enhancing inferential abilities in adolescence: new hope for students in poverty

Validity of IQ-Discrepancy Classifications of Reading Disabilities: A Meta-Analysis

Evidence-Based Assessment of Learning Disabilities in Children and Adolescents

Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers: More Evidence Against the IQ-Achievement Discrepancy Definition of Reading Disability

Disruption of posterior brain systems for reading in children with developmental dyslexia

Development of left occipitotemporal systems for skilled reading in children after a phonologically- based intervention

Predicting Growth in Word Level Reading Skills in Children With Developmental Dyslexia Using an Object Rhyming Functional Neuroimaging Task

Neural systems for compensation and persistence: young adult outcome of childhood reading disability

Critical Conceptual and Methodological Considerations in Reading Intervention Research

Neuroimaging: A Window to the Neurological Foundations of Learning and Behavior in Children

Assessing Distributed Leadership and the Successful Implementation of Evidence-Based Practices

Subtypes of Reading Disability: Variability Around a Phonological Core

Effects of higher-order cognitive strategy training on gist-reasoning and fact-learning in adolescents

Toward a Definition of Dyslexia

Better Understanding Learning Disabilities: New Views from Research and Their Implications for Education and Public Policies

Learning Disabilities

Reading first

Why Scientific Research Must Guide Educational Policy and Instructional Practices in Learning Disabilities

A Definition of Dyslexia

Learning Disabilities: From Identification to Intervention. Second Edition

Wanted: Teachers with Knowledge of Language

Acceptance of the Samuel Torrey Orton Award November 2000, Washington, D.C

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