34.2349, TOC: Annals of Dyslexia 73 / 2 (2023)

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LINGUIST List: Vol-34-2349. Wed Aug 02 2023. ISSN: 1069 - 4875.

Subject: 34.2349, TOC: Annals of Dyslexia 73 / 2 (2023)

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Date: 28-Jul-2023
From: Cameron de Kreij [cameron.dekreij at springernature.com]
Subject: Annals of Dyslexia Vol. 73, No. 2 (2023)


Publisher: Springer Nature
                        http://www.springer.com

Journal Title: Annals of Dyslexia
Volume Number: 73
Issue Number: 2
Issue Date: 07/28/2023

Main Text:

DOI:    https://doi.org/10.1007/s11881-022-00271-3
Title:  Impact of audio on navigation strategies in children and
adults with dyslexia
Author(s):      Knoop-van Campen, C.A.N., Segers, E., Verhoeven, L.
pages:  165-183

DOI:    https://doi.org/10.1007/s11881-022-00273-1
Title:  EEG correlates of developmental dyslexia: a systematic review
Author(s):      Cainelli, E., Vedovelli, L., Carretti, B., Bisiacchi,
P.
pages:  184-213

DOI:    https://doi.org/10.1007/s11881-022-00274-0
Title:  Perceived negative consequences of dyslexia: the influence of
person and environmental factors
Author(s):      Bazen, L., de Bree, E.H., van den Boer, M., De Jong,
P.F.
pages:  214-234

DOI:    https://doi.org/10.1007/s11881-022-00276-y
Title:  Exploring reading profiles of rural school students
Author(s):      Daniel, J., Barth, A.
pages:  235-259

DOI:    https://doi.org/10.1007/s11881-022-00277-x
Title:  Tracking reading skills and reading-related skills in dyslexia
before (age 5) and after (ages 10–17) diagnosis
Author(s):      Lefèvre, E., Cavalli, E., Colé, P., Law, J.M.,
Sprenger-Charolles, L.
pages:  260-287

DOI:    https://doi.org/10.1007/s11881-023-00279-3
Title:  Examining fidelity reporting within studies of foundational
reading interventions for elementary students with or at risk for
dyslexia
Author(s):      Dahl-Leonard, K., Hall, C., Capin, P., Solari, E.J.,
Demchak, A., Therrien, W.J.
pages:  288-313

DOI:    https://doi.org/10.1007/s11881-023-00280-w
Title:  Impacts of cognitive flexibility on central word
identification: evidence from poor comprehenders’ discourse
comprehension of first graders with ADHD
Author(s):      Dong, Y., Mo, J., Miao, X., Zheng, HY., Yuan, C., Xin,
P.
pages:  314-335

Linguistic Field(s): Applied Linguistics
                     Discourse Analysis
                     General Linguistics
                     Language Acquisition
                     Language Documentation
                     Linguistic Theories
                     Neurolinguistics




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