Issue 1/2021
Content (11 Articles)
Professor C. K. Leong: in memoriam
John R. Kirby, George K. Georgiou, Xi Chen, Rauno Parrila, J. P. Das
Is orthographic knowledge a strength or a weakness in individuals with dyslexia? Evidence from a meta-analysis
George K. Georgiou, Dalia Martinez, Ana Paula Alves Vieira, Kan Guo
Analyzing the role of fidelity of RTI Tier 2 reading intervention in Spanish kindergarten and first grade students
Juan E. Jiménez, Nuria Gutiérrez, Sara C. de León
External evaluations for dyslexia: do the data support parent concerns?
Timothy N. Odegard, Tamera Hutchings, Emily A. Farris, Eric L. Oslund
Improving reading skills in children with dyslexia: efficacy studies on a newly proposed remedial intervention—repeated reading with vocal music masking (RVM)
Gilles Leloup, Royce Anders, Valentin Charlet, Béatrice Eula-Fantozzi, Catherine Fossoud, Eddy Cavalli
Two aspects of psychological functioning in undergraduates with a history of reading difficulties: anxiety and self-efficacy
Mariem M. Elgendi, Sherry H. Stewart, Elizabeth J. MacKay, S. Hélène Deacon
Relationships between test anxiety and metacognition in Chinese young adults with and without specific learning disabilities
Li-Chih Wang, Xiaomin Li, Kevin Kien Hoa Chung
Compensation for poor character learning: intact visual and phonetic strategies among Chinese children with dyslexia
Yixun Li, Yi Hui, Hong Li, Xiangping Liu
An experimental eye-tracking study of text adaptation for readers with dyslexia: effects of visual support and word frequency
Miriam Rivero-Contreras, Paul E. Engelhardt, David Saldaña
The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia
Kara Dawson, Jiawen Zhu, Albert D. Ritzhaupt, Pavlo Antonenko, Kendra Saunders, Jiahui Wang, Linda Lombardino