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 2020-05-01 to 2024-05-01.)

Article	Citations
Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis	44
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	19
Predicting Arabic word reading: A cross-classified generalized random-effects analysis showing the critical role of morphology	16
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	14
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	11
Relationships between test anxiety and metacognition in Chinese young adults with and without specific learning disabilities	9
Two aspects of psychological functioning in undergraduates with a history of reading difficulties: anxiety and self-efficacy	9
Improving reading skills in children with dyslexia: efficacy studies on a newly proposed remedial intervention—repeated reading with vocal music masking (RVM)	8
Contribution of morphological awareness to reading fluency of children with and without dyslexia: evidence from a transparent orthography	8
A meta-analytic review of comprehension deficits in students with dyslexia	8
Suprasegmental but not segmental phonological awareness matters in understanding bilingual reading comprehension difficulties in Chinese and English: a 3-year longitudinal study	7
Better read it to me: Benefits of audio versions of variable message signs in drivers with dyslexia	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
The neurocognitive basis of morphological processing in typical and impaired readers	7
An experimental eye-tracking study of text adaptation for readers with dyslexia: effects of visual support and word frequency	7
Dyslexia knowledge, perceived preparedness, and professional development needs of in-service educators	6
Using an item-specific predictor to test the dimensionality of the orthographic choice task	6
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

Analyzing the role of fidelity of RTI Tier 2 reading intervention in Spanish kindergarten and first grade students	5
The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study	5
Enhanced reading abilities is modulated by faster visual spatial attention	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
Activation time-course of phonological code in silent word recognition in adult readers with and without dyslexia	5
Facial speech processing in children with and without dyslexia	5