Paper Review Records
All Paper Review Records
13 valid samples · Newest publication first
Review days = acceptance date − received date. PDF, DOI, and publisher-page sources are retained.
477
days
Spoken language delay in toddlerhood predicts late childhood language outcomes in dyslexia: evidence from retrospective parent-report
AuthorsEleanor R. Palser; Nilgoun Bahar; Ellie Carpenter; Maya Bardorf; Margo Kersey; Rian Bogley; Sarah Inkelis; Pedro Pinheiro-Chagas; Boon-Lead Tee; Jessica DeLeon; Virginia E. Sturm; Zachary A. Miller; Maria Luisa Mandelli; Maria Luisa Gorno Tempini; Christa Pereira
Affiliations1. UCSF Dyslexia Center, Department of Neurology, University of California, San Francisco, San Francisco, USA; 2. Department of Psychology, Palo Alto University, Palo Alto, USA; 3. Department of Psychiatry and Behavioral Sciences, University of California, San Francisco, USA
444
days
Rate-disabled versus accuracy-disabled subtypes of dyslexia: A longitudinal study from preschool to grade 1
AuthorsDana Gott; Ravit Cohen-Mimran; David L. Share
Affiliations1. Department of Learning Disabilities, University of Haifa, Haifa, Israel; 2. Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Haifa, Israel; 3. Department of Communication Sciences and Disorders, University of Haifa, Haifa, Israel
408
days
Analyzing state dyslexia legislation through the lens of oral language: an exploratory study
AuthorsWendy C. Georgan
Affiliations1. Division of Speech-Language Pathology, New York Medical College, Valhalla, USA
410
days
Using latent profiles to evaluate response to a language-based intervention
AuthorsPhilip Capin; Laura Mesite; Anna-Mari Fall; Ryan Sainsbury; Sandra Gillam; Colby Hall; Ron Gillam
Affiliations1. Graduate School of Education, Harvard University, Cambridge, USA; 2. Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, USA; 3. Department of Communication Disorders and Deaf Education, Utah State University, Logan, USA; 4. University of Virginia, Charlottesville, USA
163
days
Sentence repetition as a potential indicator of broader language difficulty in students with dyslexia: A pilot study
AuthorsMegan V. Gierka; Nicole Ormandy; Aviva Coyne-Green; Tina Zampitella; Timothy N. Odegard; Tiffany P. Hogan; Norma Hancock
Affiliations1. Middle Tennessee State University, Murfreesboro, United States; 2. AIM Academy, Conshohocken, United States; 3. MGH Institute of Health Professions, Boston, United States
181
days
Dyslexia with and without developmental language disorder: Profile analysis
AuthorsMargaret J. Snowling; M. Emma Hayiou-Thomas; Charles Hulme
Affiliations1. University of Oxford and St. John’s College , Oxford, UK; 2. University of York St. John, York, UK; 3. University of York, York, UK; 4. University of Oxford, Oxford Brookes University, Oxford, UK
131
days
Examining complex academic language in children with dyslexia: a comparative analysis with curriculum standards
AuthorsDouglas B. Petersen; Gwendolyn H. Stout; Alisa Konishi-Therkildsen; Norma Hancock; Camryn Lettich; Tiffany Hogan
Affiliations1. Department of Communication Sciences and Disorders, Baylor University, Waco, United States; 2. Baylor University, Waco, United States; 3. University of Alaska Anchorage, Anchorage, United States; 4. MGH Institute of Health Professions, Boston, United States
305
days
Accounting for oral language skills in children with dyslexia: a review of the literature
AuthorsKathryn L. Cabbage; Ann Marie Trumbo; Natalie K. Miller; Tiffany P. Hogan
Affiliations1. Department of Speech and Hearing Sciences, Washington State University, Spokane, USA; 2. Department of Communication Disorders, Brigham Young University, Provo, USA; 3. Nebo School District, Spanish Fork, USA; 4. Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, USA
284
days
Event-related potentials in the “Triangle” framework of reading and developmental dyslexia: a systematic review
AuthorsSilvia Siu-Yin Clement-Lam; Oliver Lasnick; Brianna Kinnie; Ayan Mitra; Cheryl Lyon; Devin Kearns; Fumiko Hoeft
Affiliations1. Department of Psychological Sciences, University of Connecticut, Storrs, USA; 2. Department of Psychiatry & Behavioral Sciences, Stanford School of Medicine, Stanford, USA; 3. Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, USA; 4. Department of Teacher Education and Learning Sciences, College of Education, North Carolina State University at Raleigh, Raleigh, USA
225
days
Kindergarten predictors of dyslexia pathways in Hebrew: a 5-year longitudinal study
AuthorsRotem Yinon; Dana Tal; Shelley Shaul; Yaniv Kanat-Maymon; Tami Katzir
Affiliations1. Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel; 2. Baruch Ivcher School of Psychology, Reichman University, Herzliya, Israel
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SampleLatest 5 valid paper samples from 2026
Average review96.4 days
Median77 days