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Research article

First published 2013-4

Spelling–stress regularity effects are intact in developmental dyslexia

Ian R. Mundy, Julia M. Carroll

Quarterly Journal of Experimental Psychology

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Research article

First published 1983-2

Reading without Semantics

Tim Shallice, Elizabeth K. Warrington, Rosaleen McCarthy

Quarterly Journal of Experimental Psychology

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Research article

First published 2021-6

Sensitivity to distributional properties of the orthography in the spelling of Italian children with dyslexia

Chiara Valeria Marinelli, Marika Iaia, Cristina Burani [...]

Quarterly Journal of Experimental Psychology

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Article commentary

First published 2018-7

Print-sound regularities are more important than print-meaning regularities in the initial stages of learning to read: Response to Bowers & Bowers (2018)

Kathleen Rastle, J S H Taylor

Quarterly Journal of Experimental Psychology

Open access

Research article

First published 2026

A Pilot Study Examining Elements to Improve Generalized Word Reading Skills for Students With Significant Word Reading Difficulties

Nathan H. Clemens, Alexis N. Boucher, Sharon Vaughn [...]

Journal of Learning Disabilities

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Research article

First published 1979-07

Apprehending Spelling Patterns for Vowels: a Developmental Study

Carol A. Fowler, Donald Shankweiler, Isabelle Y. Liberman

Language and Speech

Open access

Research article

First published 2021-4

The Dramatic Impact of Explicit Instruction on Learning to Read in a New Writing System

Kathleen Rastle, Clare Lally, Matthew H. Davis [...]

Psychological Science

Free access

Research article

First published 1992-6

Effect of Phoneme Awareness Instruction on Kindergarten Children's Invented Spelling

Darlene M. Tangel, Benita A. Blachman

Journal of Literacy Research

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Research article

First published 2000-6

The Foundations of Literacy

Rebecca Treiman

Current Directions in Psychological Science

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Announcement

First published 2012-5

Word regularity affects orthographic learning

Hua-Chen Wang, Anne Castles, Lyndsey Nickels

Quarterly Journal of Experimental Psychology

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