OOIR: Observatory of International Research

Papers

(The median citation count of Annals of Dyslexia is 2. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-04-01 to 2024-04-01.)

Article	Citations
Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis	41
Orthographic depth and developmental dyslexia: a meta-analytic study	27
Is orthographic knowledge a strength or a weakness in individuals with dyslexia? Evidence from a meta-analysis	17
Predicting Arabic word reading: A cross-classified generalized random-effects analysis showing the critical role of morphology	15
Influences of individual, text, and assessment factors on text/discourse comprehension in oral language (listening comprehension)	14
Pre-literacy heterogeneity in Dutch-speaking kindergartners: latent profile analysis	13
Development and standardization of the DALI-DAB (dyslexia assessment for languages of India – dyslexia assessment battery)	13
Exploring sources of poor reading comprehension in English language learners	12
Past perspectives and new opportunities for the explanatory item response model	10
Two aspects of psychological functioning in undergraduates with a history of reading difficulties: anxiety and self-efficacy	9
Relationships between test anxiety and metacognition in Chinese young adults with and without specific learning disabilities	9
Contribution of morphological awareness to reading fluency of children with and without dyslexia: evidence from a transparent orthography	8
Better read it to me: Benefits of audio versions of variable message signs in drivers with dyslexia	7
An experimental eye-tracking study of text adaptation for readers with dyslexia: effects of visual support and word frequency	7
The neurocognitive basis of morphological processing in typical and impaired readers	7
Suprasegmental but not segmental phonological awareness matters in understanding bilingual reading comprehension difficulties in Chinese and English: a 3-year longitudinal study	7
Latent profile analysis of students’ reading development and the relation of cognitive variables to reading profiles	7
Improving reading skills in children with dyslexia: efficacy studies on a newly proposed remedial intervention—repeated reading with vocal music masking (RVM)	7
A model-based meta-analytic examination of specific reading comprehension deficit: how prevalent is it and does the simple view of reading account for it?	7
Compensation for poor character learning: intact visual and phonetic strategies among Chinese children with dyslexia	6
Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery	6
The reading profiles of late elementary English learners with and without risk for dyslexia	6
The role of grit and resilience in children with reading disorder: a longitudinal cohort study	6
A meta-analytic review of comprehension deficits in students with dyslexia	6
Using an item-specific predictor to test the dimensionality of the orthographic choice task	6

Activation time-course of phonological code in silent word recognition in adult readers with and without dyslexia	5
Perceived negative consequences of dyslexia: the influence of person and environmental factors	5
Literacy-supporting skills in college students with specific reading comprehension deficit and developmental language disorder	5
Dyslexia knowledge, perceived preparedness, and professional development needs of in-service educators	5
The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study	5
Analyzing the role of fidelity of RTI Tier 2 reading intervention in Spanish kindergarten and first grade students	5
Facial speech processing in children with and without dyslexia	5
Characterizing the knowledge of educators across the tiers of instructional support	4
Are children with early literacy difficulties at risk for anxiety disorders in late childhood?	4
Enhanced reading abilities is modulated by faster visual spatial attention	4
Binocular coordination of children with dyslexia and typically developing children in linguistic and non-linguistic tasks: evidence from eye movements	4
Do kindergarten teachers possess adequate knowledge of basic language constructs to teach children to read English as a foreign language?	4
Global reading processes in children with high risk of dyslexia: a scanpath analysis	4
EEG correlates of developmental dyslexia: a systematic review	4
Reading performance in children with ADHD: an eye-tracking study	4
Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia	3
The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia	3
Morphological awareness and vocabulary predict reading resilience in adults	3
The influence of language knowledge and test components on reading comprehension scores	3
Compensatory role of verbal learning and consolidation in reading and spelling of children with dyslexia	2
The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers	2
Screening screeners: calculating classification indices using correlations and cut-points	2
Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties	2
Exploring boundary conditions of the listening comprehension-reading comprehension discrepancy index	2
The lexical status of verbs among typical and dyslexic native Arabic readers: a developmental model	2
Language and reading comprehension for students with dyslexia: An introduction to the special issue	2
The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia	2
Identifying dyslexia at the university: assessing phonological coding is not enough	2
External evaluations for dyslexia: do the data support parent concerns?	2
Reading-impaired children improve through text-fading training: analyses of comprehension, orthographic knowledge, and RAN	2