New Section Title Here

• Reading and Writing: Advances and Perspectives for the 15th Anniversary of the Revista de Investigación en Logopedia

  Paz Suárez-Coalla

  1-5

  • PDF (Español (España))
  • XML (Español (España))
• What do we know about reading and spelling in shallow orthographies?

  Xenia Schmalz

  7-16

  • PDF
  • XML
• Visual preferences and their effect on reading performance in children with dyslexia and typical readers

  Ana Pellicer Magraner, Carlos Máñez-Carvajal, Carla Zafra-Delgado, José Francisco Cervera-Mérida

  17-28

  • PDF (Español (España))
  • XML (Español (España))
• The influence of perceptual factors on visual word recognition: a review of the literature in expert and dyslexic readers

  Teresa Civera, Manuel Perea, Marta Vergara-Martínez

  29-45

  • PDF (Español (España))
  • XML (Español (España))
• Evaluation of Suprasegmental or Prosodic Phonological Skills: A Classification Proposal

  Nuria Calet, Nicolás Gutiérrez-Palma, Gracia Jiménez-Fernández

  47-59

  • PDF (Español (España))
  • XML (Español (España))
• Why Morphology Matters for Reading and Spelling Development: A Theoretical and Empirical Perspective in Individuals With and Without Dyslexia

  Estelle Ardanouy, Pauline Quémart

  61-73

  • PDF
  • XML
• RAN Tests Based on Inhibitory Control: A Study on its Concurrent and Predictive Validity

  María Pilar Sellés Nohales, Tomás Martínez Giménez

  75-86

  • PDF (Español (España))
  • XML (Español (España))
• Does schooling moderate the relationship between morphological awareness and spelling?

  Dalva Silva Alves Santos , Leonardo Fernandes Martins , Silvia Brilhante Guimarães, S. Héléne Deacon, Marcia Maria Peruzzi Elia da Mota

  87-95

  • PDF
  • XML
• Relationship between executive functions and reading fluency in reading comprehension

  Carolina Carriquiry Colombino, Florencia Reali, Ariel Cuadro

  97-115

  • PDF
  • XML
• Reading comprehension improvement in Spanish-speaking students in Early Childhood and Primary Education: a meta-analysis

  Juan Cruz Ripoll Salceda, Diana Sofía Zevallos Polo

  117-132

  • PDF (Español (España))
  • XML (Español (España))
• Beyond Reading Difficulties: Differences in Oral Language in Children with Dyslexia, Reading Difficulties, and Typical Development

  Oriol Verdaguer-Ribas, Albert Giberga, Nadia Ahufinger, Mari Aguilera

  133-144

  • PDF (Español (España))
  • XML (Español (España))
• Reading skill profiles and their phonological and linguistic precursors in adolescents with oral and written language difficulties

  Eva Aguilar-Mediavilla, Lucía Buil-Legaz, Angélica Mateus-Moreno, Àngels Esteller-Cano , Daniel Adrover-Roig

  145-157

  • PDF (Español (España))
  • XML (Español (España))
• Phonological processing skills in bilingual (Catalan and Spanish) students with and without dyslexia

  Cati Riembau, Ignasi Ivern, Elisabet Serrat

  159-171

  • PDF
  • XML
• The Relationship between Reading and Writing Skills and Language Dimensions: A Study in Primary School Children with Cochlear Implants

  Mario Figueroa, Gemma Bayés, Núria Silvestre

  173-183

  • PDF (Español (España))
  • XML (Español (España))
• A multi-level approach to exploring the associations between reading, spelling, and math skills

  Chiara Valeria Marinelli, Emiliano Pizzicannella, Vincenza Tommasi, Pierluigi Zoccolotti

  185-198

  • PDF
  • XML
• Comprehension and production of emotional words in communication-related disorders: A Narrative Review

  Celia Martínez-Tomás, Ana Baciero, español Hinojosa

  199-216

  • PDF
  • XML