Ausgabe 3/2022
Inhalt (10 Artikel)
Global reading processes in children with high risk of dyslexia: a scanpath analysis
Olga Parshina, Anastasiya Lopukhina, Sofya Goldina, Ekaterina Iskra, Margarita Serebryakova, Vladislava Staroverova, Nina Zdorova, Olga Dragoy
Screening screeners: calculating classification indices using correlations and cut-points
Ashley A. Edwards, Wilhelmina van Dijk, Christine M. White, Christopher Schatschneider
Compensatory role of verbal learning and consolidation in reading and spelling of children with dyslexia
Robin van Rijthoven, Tijs Kleemans, Eliane Segers, Ludo Verhoeven
Drinking among university students with a history of reading difficulties: motivational and personality risk factors for hazardous levels of consumption
Elizabeth MacKay, S.Hélène Deacon, Mariam M. Elgendi, Sherry H. Stewart
Contribution of morphological awareness to reading fluency of children with and without dyslexia: evidence from a transparent orthography
Sophia Giazitzidou, Susana Padeliadu
Syntactic awareness matters: uncovering reading comprehension difficulties in Hong Kong Chinese-English bilingual children
Xiuhong Tong, Qinli Deng, Shelley Xiuli Tong
Reading performance in children with ADHD: an eye-tracking study
Simona Caldani, Eric Acquaviva, Ana Moscoso, Hugo Peyre, Richard Delorme, Maria Pia Bucci
Correction to: Identifying dyslexia at the university: assessing phonological coding is not enough
Helle Fredslund Ottosen, Katrine H. Bønnerup, Ethan Weed, Rauno Parrila
Correction to: Semantics impacts response to phonics through spelling intervention in children with dyslexia
R. van Rijthoven, T. Kleemans, E. Segers, L. Verhoeven