Specific reading disability (dyslexia): what have we learned in the past four decades? von Vellutino, Frank R., Fletcher, Jack M., Snowling, Margaret J., Scanlon, Donna M.

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Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties von Vellutino, Frank R., Scanlon, Donna M., Zhang, Haiyan, Schatschneider, Christopher

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Response to Intervention as a Vehicle for Distinguishing Between Children With and Without Reading Disabilities: Evidence for the Role of Kindergarten and First-Grade Interventions von Vellutino, Frank R., Scanlon, Donna M., Small, Sheila, Fanuele, Diane P.

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Cognitive Profiles of Difficult-to-Remediate and Readily Remediated Poor Readers: Early Intervention as a Vehicle for Distinguishing Between Cognitive and Experiential Deficits as... von Vellutino, Frank R, Scanlon, Donna M, Sipay, Edward R, Small, Sheila G, Pratt, Alice, Chen, RuSan, Denckla, Martha B

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Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers: More Evidence Against the IQ-Achievement Discrepancy Definition of Reading Disability von Vellutino, Frank R., Scanlon, Donna M., Reid Lyon, G.

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Reducing the incidence of early reading difficulties: Professional Development for classroom teachers versus direct interventions for children von Scanlon, Donna M., Gelzheiser, Lynn M., Vellutino, Frank R., Schatschneider, Christopher, Sweeney, Joan M.

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Prediction of Reading Ability: A Cross-Validation Study of the Simple View of Reading von Chen, Ru San, Vellutino, Frank R.

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The Interactive Strategies approach to reading intervention von Vellutino, Frank R, Scanlon, Donna M

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Morphological analysis by child readers as revealed by the fragment completion task von FELDMAN, Laurie B, RUECKL, Jay, DILIBERTO, Kristen, PASTIZZO, Matthew, VELLUTINO, Frank R

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What is the Role of Intelligence in the Identification of Specific Learning Disabilities? Issues and Clarifications von Gresham, Frank M., Vellutino, Frank R.

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Semantic and Phonological Coding in Poor and Normal Readers von Vellutino, Frank R., Scanlon, Donna M., Spearing, Debra

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Further Analysis of the Relationship Between Reading Achievement and Intelligence: Response to Naglieri von Vellutino, Frank R.

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Introduction to Three Studies on Reading Acquisition: Convergent Findings on Theoretical Foundations of Code-Oriented Versus Whole-Language Approaches to Reading Instruction von Vellutino, Frank R

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Reducing the Incidence of Early Reading Difficulties: Professional Development for Classroom Teachers vs. Direct Interventions for Children von Scanlon, Donna M, Gelzheiser, Lynn M, Vellutino, Frank R, Schatschneider, Christopher, Sweeney, Joan M

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Phonological Coding, Phonological Awareness, and Reading Ability: Evidence from a Longitudinal and Experimental Study von Vellutino, Frank R., Scanlon, Donna M.

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The Case for Early Intervention in Diagnosing Specific Reading Disability von Vellutino, Frank R, Scanlon, Donna M, Tanzman, Melinda S

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Age Changes in the Missing-Letter Effect Reflect the Reader's Growing Ability to Extract the Structure from Text von Greenberg, Seth N., Koriat, Asher, Vellutino, Frank R.

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Has Basic Research in Reading Increased Our Understanding of Developmental Reading and How to Teach Reading? von Vellutino, Frank R.

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Bridging the gap between cognitive and neuropsychological conceptualizations of reading disability von Vellutino, Frank R., Scanlon, Donna M., Tanzman, Melinda S.

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Visual Form Perception in Deficient and Normal Readers as a Function of Age and Orthographic-Linguistic Familiarity von Vellutino, Frank R., Steger, Joseph A., Kaman, Mitchell, De Setto, Louis

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