Knowledge of conditional spelling patterns supports word spelling among Danish fifth graders
Journal of Research in Reading. 2016;40(3):313-332 
Word Recognition and Spelling Processes in Specific Reading Disabled and Garden-variety Poor Readers
Dyslexia. 1996;2(3):167-174
Predicting responsiveness to a sustained reading and spelling intervention in children with dyslexia
Dyslexia. 2019;25(2):190-206
The Role of Morphological and Phonological Awareness in the Early Development of Word Spelling and Reading in Typically Developing and Disabled Arabic Readers
Dyslexia. 2017;23(4):345-371
Using Arabic Word Identification Fluency to Monitor First-grade Reading Progress
Dyslexia. 2013;20(2):167-174
Morpheme-based Reading and Spelling in Italian Children with Developmental Dyslexia and Dysorthography
Dyslexia. 2017;23(4):387-405
Predicting reading and spelling difficulties in transparent and opaque orthographies: a comparison between Scandinavian and US/Australian children
Dyslexia. 2010;n/a-n/a
Reading and spelling acquisition in French first graders: Longitudinal evidence
Reading and Writing. 1995;7(1):39-63
Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ
Annals of Dyslexia. 1998;48(1):115-136
The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling
Annals of Dyslexia. 2017;67(3):219-258