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Predictors of Reading and Spelling Abilities in First- and Second-Language Learners

Journal of educational psychology, 2007-11, Vol.99 (4), p.835-851

2007

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Prevalence and Reliability of Phonological, Surface, and Mixed Profiles in Dyslexia: A Review of Studies Conducted in Languages Varying in Orthographic Depth

Scientific studies of reading, 2011-11, Vol.15 (6), p.498-521

2011

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From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities

Frontiers in public health, 2020-10, Vol.8, p.469-469

2020

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Developmental dyslexia: emotional impact and consequences

Australian journal of learning difficulties, 2018-07, Vol.23 (2), p.107-135

2018

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Effect of reading intervention and task difficulty on orthographic and phonological reading systems in the brain

Neuropsychologia, 2019-07, Vol.130, p.13-25

2019

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Long-term outcome of the early identification and intervention of reading disabilities

Reading & writing, 2014-04, Vol.27 (4), p.665-684

2014

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Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative

The educational and developmental psychologist, 2020-12, Vol.37 (2), p.140-146

Siegel, Linda S.

2020

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The Importance of Fluency in Reading: A Comparison of English, Swedish, Croatian, and Estonian

Reading psychology, 2024-05, Vol.45 (4), p.413-430

2024

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A Longitudinal Study of Reading Development of Canadian Children from Diverse Linguistic Backgrounds

The Elementary school journal, 2006-11, Vol.107 (2), p.135-152

2006

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The development of reading comprehension skills in children learning English as a second language

Reading & writing, 2012-09, Vol.25 (8), p.1873-1898

2012

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A Longitudinal Examination of the Persistence of Late Emerging Reading Disabilities

Journal of learning disabilities, 2016-01, Vol.49 (1), p.21-35

2016

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Morphological Awareness Skills of English Language Learners and Children with Dyslexia

Topics in language disorders, 2008, Vol.28 (1), p.15-27

Siegel, Linda S

2008

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The Development of Reading in Children Who Speak English as a Second Language

Developmental psychology, 2003-11, Vol.39 (6), p.1005-1019

2003

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Growth in Reading Skills of Children From Diverse Linguistic Backgrounds: Findings From a 5-Year Longitudinal Study

Journal of educational psychology, 2007-11, Vol.99 (4), p.821-834

2007

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Solving the Problem of Learning Disabilities

International Journal for Research in Learning Disabilities, 2019, Vol.4 (1), p.3

Siegel, Linda S

2019

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Early English Immersion and Literacy in Xi'an, China

The Modern language journal (Boulder, Colo.), 2007-09, Vol.91 (3), p.395-417

2007

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E.E. Cummings and dyslexia

Annals of dyslexia, 2020-10, Vol.70 (3), p.369-378

2020

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Confessions and reflections of the black sheep of the learning disabilities field

Australian journal of learning difficulties, 2012-11, Vol.17 (2), p.63-77

Siegel, Linda S.

2012

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Longitudinal outcomes of an individualized and intensive reading intervention for third grade students

Dyslexia (Chichester, England), 2019-08, Vol.25 (3), p.227-245

2019

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Perspectives on dyslexia

Paediatrics & child health, 2006-11, Vol.11 (9), p.581-587

Siegel, Linda S

2006

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White matter but not grey matter predicts change in reading skills after intervention

Dyslexia (Chichester, England), 2021-05, Vol.27 (2), p.224-244

2021

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Cognitive and linguistic factors in reading acquisition

Reading & writing, 2011-04, Vol.24 (4), p.387-394

2011

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Working memory and access to numerical information in children with disability in mathematics

Journal of experimental child psychology, 2004-08, Vol.88 (4), p.348-367

2004

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Speech Perception, Lexicality, and Reading Skill

Journal of experimental child psychology, 2001-09, Vol.80 (1), p.58-74

2001

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Working Memory and Reading: A Life-span Perspective

International journal of behavioral development, 1994-03, Vol.17 (1), p.109-124

Siegel, Linda S.

1994

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Predictors of Reading and Spelling Abilities in First- and Second-Language Learners

Prevalence and Reliability of Phonological, Surface, and Mixed Profiles in Dyslexia: A Review of Studies Conducted in Languages Varying in Orthographic Depth

From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities

Developmental dyslexia: emotional impact and consequences

Effect of reading intervention and task difficulty on orthographic and phonological reading systems in the brain

Long-term outcome of the early identification and intervention of reading disabilities

Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative

The Importance of Fluency in Reading: A Comparison of English, Swedish, Croatian, and Estonian

A Longitudinal Study of Reading Development of Canadian Children from Diverse Linguistic Backgrounds

The development of reading comprehension skills in children learning English as a second language

A Longitudinal Examination of the Persistence of Late Emerging Reading Disabilities

Morphological Awareness Skills of English Language Learners and Children with Dyslexia

The Development of Reading in Children Who Speak English as a Second Language

Growth in Reading Skills of Children From Diverse Linguistic Backgrounds: Findings From a 5-Year Longitudinal Study

Solving the Problem of Learning Disabilities

Early English Immersion and Literacy in Xi'an, China

E.E. Cummings and dyslexia

Confessions and reflections of the black sheep of the learning disabilities field

Longitudinal outcomes of an individualized and intensive reading intervention for third grade students

Perspectives on dyslexia

White matter but not grey matter predicts change in reading skills after intervention

Cognitive and linguistic factors in reading acquisition

Working memory and access to numerical information in children with disability in mathematics

Speech Perception, Lexicality, and Reading Skill

Working Memory and Reading: A Life-span Perspective

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