This article reviews 95 publications (based on 21 independent samples) that have examined
children at family risk of reading disorders. We report that children at family risk of dyslexia …

Much is known about short-term—but very little about the long-term—effects of reading
interventions. To rectify this, a detailed analysis of follow-up effects as a function of …

Teaching children to read is one of the most fundamental goals of early years and primary
education worldwide, and as such has attracted a large amount of research from a range of …

Practical, effective, evidence-based reading interventions that change students' lives
Essentials of Understanding and Assessing Reading Difficulties is a practical, accessible, in …

This article reviews Language Awareness (LA) as a field of research and practice. It deals
with the period from 1990 to the present, asking what LA is, how it has been collectively …

Background: This study compares the efficacy of two school‐based intervention
programmes (Phonology with Reading (P+ R) and Oral Language (OL)) for children with …

The aim of the longitudinal study was to investigate whether a computer application
designed for remedial reading training can enhance letter knowledge, reading accuracy …

Utilizing a longitudinal sample of Finnish children (ages 6–10), two studies examined how
early linguistic (spoken vs. written) and spatial skills predict later development of arithmetic …

In the present meta-analysis, we systematically investigated the relative contributions of
students' initial mathematics, reading, and cognitive skills on subsequent mathematics …

Dyslexia, or a reading disability, occurs when an individual has significant difficulty with
speed and accuracy of word decoding. Comprehension of text and spelling are also …