Bookmarkable research library
Open the newest dyslexia research scan or return to any prior issue—even when the weekly email is out of reach.
A randomized trial traces later comprehension gains through word-level progress; two complementary studies show why reading anxiety, self-concept, and coping deserve careful measurement without being mistaken for causes.
Read the latest brief →Issue 11
A randomized trial traces later comprehension gains through word-level progress; two complementary studies show why reading anxiety, self-concept, and coping deserve careful measurement without being mistaken for causes.
Read this brief →Issue 10
A new Tier 2 trial found short-term gains that no longer separated groups a year later; an England survey exposes wide practice variation; and a five-year cohort shows why early screening cannot be one-and-done.
Read this brief →Issue 09
A new implementation study favors sustained staff support over materials alone; an adolescent meta-analysis keeps word-level instruction in the plan; and an ADHD trial makes rhythm a cautious, domain-specific add-on.
Read this brief →Issue 08
A strong multisite trial supports sustained decoding-plus-language instruction; a small spelling trial offers a useful error-profile model with major caveats; and a meta-analysis finds no reading advantage from dyslexia-friendly fonts.
Read this brief →Issue 07
Three new studies sharpen quality control: scrutinize unsupported dyslexia claims, calibrate staff knowledge objectively, and follow component-skill gaps across repeated progress checks.
Read this brief →Issue 06
Four new studies point toward explicit self-regulation, better-supported home practice, tightly targeted technology, and attention to school belonging—while keeping transfer and causality claims modest.
Read this brief →Issue 05
Three studies sharpen what to listen for: pronunciation may help flag weak response, flexible decoding may unlock irregular words, and narrative retells can expose academic-language needs beyond word reading.
Read this brief →Issue 04
Older readers benefit from targeted intervention, digital tools work best as aligned supplements, and a small implementation study argues for coaching—not one-day training alone.
Read this brief →Issue 03
Strong spelling instruction belongs beside reading work; broader language weaknesses may signal added support needs; promising computerized and morphology add-ons require careful interpretation.
Read this brief →Issue 02
California screening, a broader dyslexia definition, and a realistic evidence check on intervention dosage for older readers.
Read this brief →Issue 01
A foundational calibration issue on the breadth of structured literacy and the role of daily connected-text reading.
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