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The science of reading: A handbook

1, 2007

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Dyslexia: a history

1, 2022

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Developmental Dyslexia and Specific Language Impairment: Same or Different?

Psychological bulletin, 2004-11, Vol.130 (6), p.858-886

2004

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Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study

Developmental psychology, 2004-09, Vol.40 (5), p.665-681

2004

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Specific reading disability (dyslexia): what have we learned in the past four decades?

Journal of child psychology and psychiatry, 2004-01, Vol.45 (1), p.2-40

2004

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Beyond phonological skills: broader language skills contribute to the development of reading

Journal of research in reading, 2004-11, Vol.27 (4), p.342-356

2004

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Family Risk of Dyslexia Is Continuous: Individual Differences in the Precursors of Reading Skill

Child development, 2003-03, Vol.74 (2), p.358-373

2003

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Speed of processing and reading disability: A cross-linguistic investigation of dyslexia and borderline intellectual functioning

Cognition, 2008-06, Vol.107 (3), p.999-1017

2008

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The Development of Phonological Awareness in Preschool Children

Developmental psychology, 2003-09, Vol.39 (5), p.913-923

2003

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The Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal Study

Journal of memory and language, 2001-11, Vol.45 (4), p.751-774

2001

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Language and phonological skills in children at high risk of reading difficulties

Journal of child psychology and psychiatry, 2004-03, Vol.45 (3), p.631-640

2004

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Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure

Journal of child psychology and psychiatry, 2004-02, Vol.45 (2), p.338-358

2004

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The Development of Early Literacy Skills among Children with Speech Difficulties: A Test of the "Critical Age Hypothesis"

Journal of speech, language, and hearing research, 2004-04, Vol.47 (2), p.377-v47 n2 p377 Apr 2004

2004

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Assessing children's inference generation: What do tests of reading comprehension measure?

British journal of educational psychology, 2005-06, Vol.75 (2), p.189-201

2005

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Semantic Processing and the Development of Word-Recognition Skills: Evidence from Children with Reading Comprehension Difficulties

Journal of memory and language, 1998-07, Vol.39 (1), p.85-101

1998

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A Cross-Linguistic Comparison of Children Learning to Read in English and Dutch

Journal of educational psychology, 2004-12, Vol.96 (4), p.785-797

2004

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Precursors of Literacy Delay among Children at Genetic Risk of Dyslexia

Journal of child psychology and psychiatry, 2000-02, Vol.41 (2), p.203-213

2000

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Developmental differences in sensitivity to semantic relations among good and poor comprehenders: evidence from semantic priming

Cognition, 1999-02, Vol.70 (1), p.B1-B13

1999

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Challenges for implementation in diverse settings: reflections on two randomised controlled trials of educational interventions in South American communities

Research papers in education, 2023-11, Vol.38 (6), p.966-986

2023

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The cognitive bases of learning to read and spell in Greek: Evidence from a longitudinal study

Journal of experimental child psychology, 2006-05, Vol.94 (1), p.1-17

2006

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Individual Differences in Contextual Facilitation: Evidence from Dyslexia and Poor Reading Comprehension

Child development, 1998-08, Vol.69 (4), p.996

1998

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Cognitive assessment of dyslexic students in higher education

British journal of educational psychology, 2002-03, Vol.72 (1), p.119-133

2002

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Language-Impaired Preschoolers: A Follow-Up into Adolescence

Journal of speech, language, and hearing research, 1998-04, Vol.41 (2), p.407-418

1998

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Auditory processing and the development of language and literacy

British medical bulletin, 2002-10, Vol.63 (1), p.135-146

2002

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Factors influencing syntactic awareness skills in normal readers and poor comprehenders

Applied psycholinguistics, 2000-06, Vol.21 (2), p.229-241

2000

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The science of reading: A handbook

Dyslexia: a history

Developmental Dyslexia and Specific Language Impairment: Same or Different?

Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study

Specific reading disability (dyslexia): what have we learned in the past four decades?

Beyond phonological skills: broader language skills contribute to the development of reading

Family Risk of Dyslexia Is Continuous: Individual Differences in the Precursors of Reading Skill

Speed of processing and reading disability: A cross-linguistic investigation of dyslexia and borderline intellectual functioning

The Development of Phonological Awareness in Preschool Children

The Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal Study

Language and phonological skills in children at high risk of reading difficulties

Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure

The Development of Early Literacy Skills among Children with Speech Difficulties: A Test of the "Critical Age Hypothesis"

Assessing children's inference generation: What do tests of reading comprehension measure?

Semantic Processing and the Development of Word-Recognition Skills: Evidence from Children with Reading Comprehension Difficulties

A Cross-Linguistic Comparison of Children Learning to Read in English and Dutch

Precursors of Literacy Delay among Children at Genetic Risk of Dyslexia

Developmental differences in sensitivity to semantic relations among good and poor comprehenders: evidence from semantic priming

Challenges for implementation in diverse settings: reflections on two randomised controlled trials of educational interventions in South American communities

The cognitive bases of learning to read and spell in Greek: Evidence from a longitudinal study

Individual Differences in Contextual Facilitation: Evidence from Dyslexia and Poor Reading Comprehension

Cognitive assessment of dyslexic students in higher education

Language-Impaired Preschoolers: A Follow-Up into Adolescence

Auditory processing and the development of language and literacy

Factors influencing syntactic awareness skills in normal readers and poor comprehenders

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