Professor C. K. Leong: in memoriam John R. KirbyGeorge K. GeorgiouJ. P. Das News 25 February 2021 Pages: 1 - 4
Is orthographic knowledge a strength or a weakness in individuals with dyslexia? Evidence from a meta-analysis George K. GeorgiouDalia MartinezKan Guo OriginalPaper 12 March 2021 Pages: 5 - 27
Analyzing the role of fidelity of RTI Tier 2 reading intervention in Spanish kindergarten and first grade students Juan E. JiménezNuria GutiérrezSara C. de León OriginalPaper 13 March 2021 Pages: 28 - 49
External evaluations for dyslexia: do the data support parent concerns? Timothy N. OdegardTamera HutchingsEric L. Oslund OriginalPaper 31 March 2021 Pages: 50 - 59
Improving reading skills in children with dyslexia: efficacy studies on a newly proposed remedial intervention—repeated reading with vocal music masking (RVM) Gilles LeloupRoyce AndersEddy Cavalli OriginalPaper 06 April 2021 Pages: 60 - 83
Two aspects of psychological functioning in undergraduates with a history of reading difficulties: anxiety and self-efficacy Mariem M. ElgendiSherry H. StewartS. Hélène Deacon OriginalPaper 31 March 2021 Pages: 84 - 102
Relationships between test anxiety and metacognition in Chinese young adults with and without specific learning disabilities Li-Chih WangXiaomin LiKevin Kien Hoa Chung OriginalPaper 22 February 2021 Pages: 103 - 126
Compensation for poor character learning: intact visual and phonetic strategies among Chinese children with dyslexia Yixun LiYi HuiXiangping Liu OriginalPaper 13 January 2021 Pages: 127 - 149
Suprasegmental but not segmental phonological awareness matters in understanding bilingual reading comprehension difficulties in Chinese and English: a 3-year longitudinal study Qinli DengShelley Xiuli Tong OriginalPaper 27 January 2021 Pages: 150 - 169
An experimental eye-tracking study of text adaptation for readers with dyslexia: effects of visual support and word frequency Miriam Rivero-ContrerasPaul E. EngelhardtDavid Saldaña OriginalPaper 13 February 2021 Pages: 170 - 187
The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia Kara DawsonJiawen ZhuLinda Lombardino OriginalPaper 25 March 2021 Pages: 188 - 210