Ausgabe 1/2020
Inhalt (8 Artikel)
A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies
Rauno Parrila, Dean Dudley, Shuang Song, George K. Georgiou
English phonological specificity predicts early French reading difficulty in emerging bilingual children
Klaudia Krenca, Alexandra Gottardo, Esther Geva, Xi Chen
Investigating the double-deficit hypothesis of developmental dyslexia in an orthography of intermediate depth
Octávio Moura, Marcelino Pereira, Joana Moreno, Mário R. Simões
Using conceptual change theory to help preservice teachers understand dyslexia
Tiffany K. Peltier, Benjamin C. Heddy, Corey Peltier
Do kindergarten teachers possess adequate knowledge of basic language constructs to teach children to read English as a foreign language?
Richard Kwok-Shing Wong, Susie Russak
Open Access
Latent profile analysis of students’ reading development and the relation of cognitive variables to reading profiles
Leena Holopainen, Nhi Hoang, Arno Koch, Doris Kofler
Adults with dyslexia: how can they achieve academic success despite impairments in basic reading and writing abilities? The role of text structure sensitivity as a compensatory skill
Sônia Maria Pallaoro Moojen, Hosana Alves Gonçalves, Ana Bassôa, Ana Luiza Navas, Graciela de Jou, Emílio Sánchez Miguel
Open Access
Inter-letter spacing, inter-word spacing, and font with dyslexia-friendly features: testing text readability in people with and without dyslexia
Jessica Galliussi, Luciano Perondi, Giuseppe Chia, Walter Gerbino, Paolo Bernardis