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 2020-11-01 to 2024-11-01.)

Article	Citations
Orthographic depth and developmental dyslexia: a meta-analytic study	34
Is orthographic knowledge a strength or a weakness in individuals with dyslexia? Evidence from a meta-analysis	21
Influences of individual, text, and assessment factors on text/discourse comprehension in oral language (listening comprehension)	17
Development and standardization of the DALI-DAB (dyslexia assessment for languages of India – dyslexia assessment battery)	17
Exploring sources of poor reading comprehension in English language learners	15
The role of grit and resilience in children with reading disorder: a longitudinal cohort study	12
An experimental eye-tracking study of text adaptation for readers with dyslexia: effects of visual support and word frequency	11
Two aspects of psychological functioning in undergraduates with a history of reading difficulties: anxiety and self-efficacy	11
Relationships between test anxiety and metacognition in Chinese young adults with and without specific learning disabilities	11
The neurocognitive basis of morphological processing in typical and impaired readers	10
A meta-analytic review of comprehension deficits in students with dyslexia	10
Contribution of morphological awareness to reading fluency of children with and without dyslexia: evidence from a transparent orthography	10
Revisiting the definition of dyslexia	9
EEG correlates of developmental dyslexia: a systematic review	8
Improving reading skills in children with dyslexia: efficacy studies on a newly proposed remedial intervention—repeated reading with vocal music masking (RVM)	8
The reading profiles of late elementary English learners with and without risk for 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
Perceived negative consequences of dyslexia: the influence of person and environmental factors	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
Reading performance in children with ADHD: an eye-tracking study	7
Dyslexia knowledge, perceived preparedness, and professional development needs of in-service educators	7
Binocular coordination of children with dyslexia and typically developing children in linguistic and non-linguistic tasks: evidence from eye movements	6
Enhanced reading abilities is modulated by faster visual spatial attention	6
Compensation for poor character learning: intact visual and phonetic strategies among Chinese children with dyslexia	6
External evaluations for dyslexia: do the data support parent concerns?	6

Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties	6
Language and reading comprehension for students with dyslexia: An introduction to the special issue	5
The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study	5
Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis	5
Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia	5
Analyzing the role of fidelity of RTI Tier 2 reading intervention in Spanish kindergarten and first grade students	5
Literacy-supporting skills in college students with specific reading comprehension deficit and developmental language disorder	5
Global reading processes in children with high risk of dyslexia: a scanpath analysis	5
Are children with early literacy difficulties at risk for anxiety disorders in late childhood?	5
Facial speech processing in children with and without dyslexia	5