Reading and Writing

Spelling in adults: The role of reading skills and experience
pp. 1-30(30)
Authors: Burt J.S.; Fury M.B.

Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis
pp. 31-56(26)
Authors: Cain K.; Oakhill J.; Bryant P.

The phonological deficit hypothesis in Chinese developmental dyslexia
pp. 57-79(23)
Authors: Ho C.S-H.; Law T.P-S.; Ng P.M.

Working memory resources and children's reading comprehension
pp. 81-103(23)
Authors: Seigneuric A.; Ehrlich M-F.; Oakhill J.V.; Yuill N.M.

Clinical appraisal of spelling ability and its relationship to phonemic awareness (blending, segmenting, elision, and reversal), phonological memory, and reading in reading disabled, ADHD, and normal children
pp. 105-131(27)
Authors: Kroese J.M.; Hynd G.W.; Knight D.F.; Hiemenz J.R.; Hall J.

Reading disability in boys and girls:No evidence for a differential genetic etiology
pp. 133-145(13)
Authors: Wadsworth S.J.; Knopik V.S.; DeFries J.C.

Effects of exposure to literary Arabic on reading comprehension in a diglossic situation
pp. 147-157(11)
Author: Abu-Rabia S.

Blending versus whole word approaches in first grade remedial reading: Short-term and delayed effects on reading and spelling words
pp. 159-182(24)
Authors: O'Connor R.E.; Padeliadu S.