ISSN 0141-0423 (Print); ISSN: 1467-9817 (Online)
on behalf of
the United Kingdom Reading Association
Predicting growth of nonword reading and letter-sound knowledge following rime- and phoneme-based teaching
Savage, Robert; Carless, Sue
Letter knowledge precipitates phoneme segmentation, but not phoneme invariance
Carroll, Julia M.
Patterns of analogical reasoning among beginning readers
Farrington-Flint, Lee; Wood, Clare; Canobi, Katherine H.; Faulkner, Dorothy
An investigation of Grade 5 children's knowledge of the doubling rule in spelling
Steffler, Dorothy J.
The role of orthographic analogies in reading for meaning: evidence from readers with dyslexia
Humphrey, Neil; Richard Hanley, J.
The effect of orthographic depth on reliance upon semantic context for oral reading in English and Hebrew
Benuck, Marni B.; Peverly, Stephen T.
Verbal memory and phonological processing in dyslexia
An analysis of teachers' rating scales as sources of evidence for a standardised Greek reading test
Morphological structures in visual word recognition: the case of Arabic
Abu-Rabia, Salim; Awwad, Jasmin (Shalhoub)