ISSN 0141-0423 (Print); ISSN 1467-9817 (Online)
on behalf of
the United Kingdom Reading Association
A systematic review and meta-analysis of the effectiveness of information and communication technology (ICT) on the teaching of spelling
Torgerson, Carole J.; Elbourne, Diana
Orthographic analogies and phonological priming effects
Naming speed and word familiarity as confounding factors in decoding
Joshi, R. Malatesha; Aaron, P. G.
Discovering EFL learners’ perception of prior knowledge and its roles in reading comprehension
The prevalence and associations of reading difficulties in a population of South Indian children
Bhakta, Preetha; Hackett, Richard J.; Hackett, Latha
The contribution of reading comprehension ability and meta-cognitive control to the development of studying in adolescence
Peverly, Stephen T.; Brobst, Karen E.; Morris, Kerri S.
Reader question formation as a tool for measuring comprehension: narrative and expository textual inferences in a second language
DuBravac, Stayc; Dalle, Mathieu
Notes on contributors