OOIR: Observatory of International Research

Papers

(The TQCC of Dyslexia is 3. 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
The co‐occurrence of neurodevelopmental problems in dyslexia	36
The visual‐attention span deficit in developmental dyslexia: Review of evidence for a visual‐attention‐based deficit	18
The association between anxiety and academic performance in children with reading disorder: A longitudinal cohort study	14
Developmental dyslexia and creativity: A meta‐analysis	11
The contribution of individual differences in statistical learning to reading and spelling performance in children with and without dyslexia	11
Phonological working memory and central executive function differ in children with typical development and dyslexia	10
Perfectionism, self‐stigma, and coping in students with dyslexia: The central role of perfectionistic self‐presentation	9
Examining academic confidence and study support needs for university students with dyslexia and/or developmental coordination disorder	9
White matter but not grey matter predicts change in reading skills after intervention	9
Growing up with dyslexia: Child and parent perspectives on school struggles, self‐esteem, and mental health	9
Anxiety and depression among Chinese children with and without reading disabilities	8
Parafoveal processing and transposed‐letter effects in dyslexic reading	8
Methods used by psychologists for identifying dyslexia: A systematic review	8
Working memory profiles of children with reading difficulties who are learning to read in Greek	7
“Same, same but different”: The optimal viewing position effect in developmental dyslexia, developmental coordination disorder and comorbid disorders	6
Profile of language abilities in a sample of adults with developmental disorders	6
The identification and classification of struggling readers based on the simple view of reading	6
Spatial and temporal processing difficulties in Chinese children with developmental dyslexia: An ERP study	5
Informal preparation and years of experience: Key correlates of dyslexia knowledge among Massachusetts early elementary teachers	5
Self‐concept, creativity and developmental dyslexia in university students: Effects of age of assessment	5
Links between organized visual search and reading ability in French primary school children	4
An evaluation of systematized phonics on reading proficiency in Swedish second grade poor readers: Effects on pseudoword and sight word reading skills	4
Exploring the phonological profiles of children with reading difficulties: A multiple case study	4
Kindergarten screening tools filled out by parents and teachers targeting dyslexia. Predictions and developmental trajectories from age 5 to age 15 years	4
Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self‐judgement of competence	4

A Delphi study exploring the barriers to dyslexia diagnosis and support: A parent's perspective	4
“I struggle at times to see her struggle”: Mothers' perspectives on dyslexia‐related school struggles and the inter‐connected nature of mother and child well‐being	3
Cognitive and non‐cognitive factors in educational and occupational outcomes—Specific to reading disability?	3
K‐2 principal knowledge (not leadership) matters for dyslexia intervention	3
Reading and spelling profiles of adult poor readers: Phonological, orthographic and morphological considerations	3
Diagnosing adults with dyslexia: Psychologists' experiences and practices	3
Reading and spelling disorders in a school‐based population screening in Sicily (Italy)	3