ISSN 0141-0423 (Print); ISSN: 1467-9817 (Online)
on behalf of
the United Kingdom Reading Association
Identification of children at risk of dyslexia: the validity of teacher judgements using ‘Phonic Phases’
Snowling, Margaret J.; Duff, Fiona; Petrou, Alex; Schiffeldrin, Josie; Bailey, Alison M.
How do teachers in Ireland and England conceptualise dyslexia?
Bell, Sheena; McPhillips, Thérèse; Doveston, Mary
The reading rate and comprehension of adults with impaired reading skills or visual discomfort
Conlon, Elizabeth; Sanders, Mary
Measuring college students' reading comprehension ability using cloze tests
Williams, Rihana Shiri; Ari, Omer; Santamaria, Carmen Nicole
Exploring the eye-movement patterns as Chinese children read texts: a developmental perspective
Chen, Minglei; Ko, Hwawei
How does dissociation between written and oral forms affect reading: evidence from auxiliary verbs in Arabic