ISSN 0141-0423 (Print); ISSN 1467-9817 (Online)
on behalf of
the United Kingdom Reading Association
The effects of rime- and phoneme-based teaching delivered by Learning Support Assistants
Savage, Robert; Carless, Sue; Stuart, Morag
A systematic review and meta-analysis of randomised controlled trials evaluating interventions in adult literacy and numeracy
Torgerson, Carole J.; Porthouse, Jill; Brooks, Greg
Inferencing skills of adolescent readers who are hearing impaired
Doran, John; Anderson, Anne
Computerised formative assessment of reading comprehension: field trials in the UK
Topping, Keith J.; Fisher, Anna M.
Flexible use of lexical and sublexical information in word recognition
Decker, Greg; Simpson, Greg B.; Yates, Mark; Locker, Lawrence
Evidence for different parent–child strategies while reading
Stoltz, Brett M.; Fischel, Janet E.
Are all phonemic awareness tests created equally? A comparison of the Yopp-Singer and the task of auditory analysis skills (TASS)
Wilde, Jerry; Goerss, Betty; Wesler, Jennifer
PASS cognitive processes, phonological processes, and basic reading performance for a sample of referred primary-grade children
Joseph, Laurice M.; McCachran, Megan E.; Naglieri, Jack A.
Journal of Research in Reading Volume 26 2003 VOLUME CONTENTS