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2023	Effects of a phonics intervention in a randomized controlled study in Swedish second‐grade students at risk of reading difficulties Dyslexia Hanna Lindström‐Sandahl, Åsa Elwér, Stefan Samuelsson, Henrik Danielsson
2023	Teaching with social context in instructional video facilitates second language vocabulary learning Heliyon Zhicong Zhang, Heming Li, Jiaxian Zhou
2023	Word Reading: The Role of the Speech-Language Pathologist Perspectives of the ASHA Special Interest Groups Danielle Colenbrander, Saskia Kohnen
2023	English phonics instruction for native Chinese speakers: limiting factors and tailoring strategies Irish Educational Studies Ying Jiang, Xiaosong Gai, Xue Han, Ying Cui
2022	Computer-assisted word reading intervention effects throughout the primary grades: A meta-analysis Educational Research Review Ludo Verhoeven, Marinus Voeten, Eliane Segers
2022	Poor reading and anxiety (PRAX): building a theory and practice Australian Journal of Learning Difficulties Genevieve McArthur
2022	Teaching Children to Read Irregular Words: A Comparison of Three Instructional Methods Scientific Studies of Reading Danielle Colenbrander, Saskia Kohnen, Elisabeth Beyersmann, Serje Robidoux, Signy Wegener, Tara Arrow, Kate Nation, Anne Castles
2022	Fostering word fluency of struggling third graders from Germany through motivational peer-tutorial reading racetracks Reading and Writing Anne Barwasser, Karolina Urton, Matthias Grünke, Marko Sperling, David L. Coker
2021	Profiling the Word Reading Abilities of School-Age Children with Neurofibromatosis Type 1 Journal of the International Neuropsychological Society Shelley S. Arnold, Jonathan M. Payne, Genevieve McArthur, Kathryn N. North, Belinda Barton
2021	The effect of an integrated reading and anxiety intervention for poor readers with anxiety PeerJ Deanna Francis, Jennifer L. Hudson, Saskia Kohnen, Lynn Mobach, Genevieve M. McArthur
2021	Videoconferencing Interventions for Children with Reading and Spelling Difficulties: A Pilot Study Telemedicine and e-Health Saskia Kohnen, Erin Banales, Genevieve McArthur
2020	Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction Educational Psychology Review Jeffrey S. Bowers
2020	Teaching irregular words: What we know, what we don-t know, and where we can go from here The Educational and Developmental Psychologist Danielle Colenbrander, Hua-Chen Wang, Tara Arrow, Anne Castles
2019	Visual processing speed as a marker of immaturity in lexical but not sublexical dyslexia Cortex Nicole Stefanac, Megan Spencer-Smith, Méadhbh Brosnan, Signe Vangkilde, Anne Castles, Mark Bellgrove
2018	Phonics training for English-speaking poor readers Cochrane Database of Systematic Reviews Genevieve McArthur, Yumi Sheehan, Nicholas A Badcock, Deanna A Francis, Hua-Chen Wang, Saskia Kohnen, Erin Banales, Thushara Anandakumar, Eva Marinus, Anne Castles
2017	Beyond Phonics: The Case for Teaching Children the Logic of the English Spelling System Educational Psychologist Jeffrey S. Bowers, Peter N. Bowers
2017	Helping children with reading difficulties: some things we have learned so far npj Science of Learning Genevieve McArthur, Anne Castles
2016	Modelling the implicit learning of phonological decoding from training on whole-word spellings and pronunciations Scientific Studies of Reading Stephen C. Pritchard, Max Coltheart, Eva Marinus, Anne Castles
2015	What kinds of things cause children’s reading difficulties? Australian Journal of Learning Difficulties Max Coltheart
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