OOIR: Observatory of International Research

Papers

(The TQCC of Annals of Dyslexia is 5. 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 2021-04-01 to 2025-04-01.)

Article	Citations
Exploring sources of reading comprehension difficulties among adolescents in Taiwan: a latent profile analysis with a focus on content-area reading	39
The mental health and social emotional skills of students with different learning difficulties in China	17
Contribution of morphological awareness to reading fluency of children with and without dyslexia: evidence from a transparent orthography	15
Spelling development of children with and without reading difficulties throughout elementary grades: evidence from the Greek orthography	14
Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis	14
Syntactic awareness matters: uncovering reading comprehension difficulties in Hong Kong Chinese-English bilingual children	12
Correction to: Improving reading skills in children with dyslexia: efficacy studies on a newly proposed remedial intervention—repeated reading with vocal music masking (RVM)	12
An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia	12
Orthographic-phonological mapping impairments in Chinese children with developmental dyslexia: insights from an ERP investigation	11
The neurocognitive basis of morphological processing in typical and impaired readers	11
First-grade multilingual students’ executive function profiles and links to English reading achievement and difficulties: a person-centered latent profile analysis	10
Exploring reading profiles of rural school students	10
A realist review of dyslexia pilot project research	10
Improving reading skills in children with dyslexia: efficacy studies on a newly proposed remedial intervention—repeated reading with vocal music masking (RVM)	9
Correction to: Identifying dyslexia at the university: assessing phonological coding is not enough	9
The gift of dyslexia: what is the harm in it?	8
Reading performance in children with ADHD: an eye-tracking study	8
Exploring boundary conditions of the listening comprehension-reading comprehension discrepancy index	8
Facial speech processing in children with and without dyslexia	7
The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study	7
Correction to: Facial speech processing in children with and without dyslexia	7
Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia	6
Categorical perception and influence of attention on neural consistency in response to speech sounds in adults with dyslexia	6
The role of word knowledge in error detection: a challenge to the broken error monitor account of dyslexia	6
Are children with early literacy difficulties at risk for anxiety disorders in late childhood?	6

Towards a dynamic, comprehensive conceptualization of dyslexia	5
The summary writing performance of bilingual learners with reading difficulties	5
A 3-year longitudinal investigation of the overlap and stability of English and French word reading difficulties in French immersion children	5
Compensatory role of verbal learning and consolidation in reading and spelling of children with dyslexia	5
Predicting adult-age mental health with childhood reading and math disability: do resilience and coping styles matter?	5
Do we really need a new definition of dyslexia? A commentary	5
Identifying dyslexia at the university: assessing phonological coding is not enough	5