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Education & Language - Linguistics | Annals of Dyslexia - incl. option to publish open access (Editorial Board)

Annals of Dyslexia

Annals of Dyslexia

An Interdisciplinary Journal of The International Dyslexia Association

Editor-in-Chief: Patricia Mathes

ISSN: 0736-9387 (print version)
ISSN: 1934-7243 (electronic version)

Journal no. 11881

EDITOR-IN-CHIEF

Patricia Mathes, Southern Methodist University, Dallas, Texas, USA

EDITORIAL BOARD

Salim Abu-Rabia, University of Haifa, Haifa, Israel, Israel

Mahnaz Akhavan Tafti, Alzahra University, Tehran, Iran

Stephanie Al Otaiba, Southern Methodist University, Dallas, Texas, USA

Jill Allor, Southern Methodist University, Dallas, Texas, USA

Jason Anthony, The University of Texas Health Science Center, Houston, Texas, USA

Agnes Au, James Cook University, Smithfield, Queensland, Australia

Virginia Berninger, University of Washington, Seattle, Washington, USA

Emily Binks-Cantrell, Texas A&M University, College Station, Texas, USA

Jeffrey L. Black, Texas Scottish Rite Hospital for Children, Dallas, Texas, USA

Carolina Bodea Hategan, Babes-Bolyai University, Cluj-Napoca, Romania

Louisa Bogaerts, Ghent University, Ghent, Belgium

Mary Beth Calhoon, Lehigh University, Bethlehem, Pennsylvania, USA

Elsa Cardenas-Hagan, Valley Speech Language and Learning Center, Brownsville, Texas, USA

Joanne Carlisle, University of Michigan, Ann Arbor, Michigan, USA

Anne Castles, Macquarie University, Sydney, New South Wales, Australia

David Chard, Southern Methodist University, Dallas, Texas, USA

Xi Chen-Bumgardner, University of Toronto, Toronto, Ontario, Canada

Laurie Cutting, Vanderbilt University, Nashville, Tennessee, USA

Nicole Davis, Vanderbilt University, Nashville, Tennessee, USA

Guinevere Eden, Georgetown University, Washington, D.C., USA

Andrea Facoetti, University of Padova, Padova, Italy

Angela Fawcett, Swansea University, Swansea, Wales

Lynn Fuchs, Vanderbilt University, Nashville, Tennessee, USA

George K. Georgiou, University of Alberta, Edmonton, Alberta, Canada

Jeffrey Gilger, University of California, Merced, Merced, California, USA

Alexandra Gottardo, Wilfrid Laurier University, Waterloo, Ontario, Canada

Elena Grigorenko, Yale University, New Haven, Connecticut, USA

Diane Haager, California State University, Los Angeles, California, USA

Tali Heiman, The Open University of Israel, Raanana, Israel

Stephen R. Hooper, University of North Carolina School of Medicine, Chapel Hill, North Carolina, USA

Tzipi Horowitz-Kraus, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, USA

Roxanne Hudson, University of Washington, Seattle, Washington, USA

R. Malatesha Joshi, Texas A&M University, College Station, Texas, USA

Leonard Katz, Haskins Laboratories, New Haven, Connecticut, USA

Tami Katzir, University of Haifa, Tel Aviv, Israel

Marja Laasonen, University of Helsinki, Helsinki, Finland

Che Kan Leong, University of Saskatchewan, Saskatoon, Saskatchewan, Canada

Maria luisa Lorusso, Scientific Institute IRCCS E. Medea, Bosisio Parini, Italy

Maureen Lovett, The Hospital for Sick Children, Toronto, Ontario, Canada

Linda H. Mason, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA

Xiangzhi Meng, Peking University, Beijing, China

Amanda Miller, Regis University, Denver, Colorado, USA

Brett Miller, National Institute of Child Health & Human Development, Rockville, Maryland, USA

Louisa Moats, Moats Associates Consulting, Inc., Sun Valley, Idaho, USA

Rod Nicolson, University of Sheffield, Sheffield, England

Richard Olson, University of Colorado, Boulder, Colorado, USA

Rauno Parrila, University of Alberta, Edmonton, Alberta, Canada

Yaacov Petscher, Florida State University, Tallahassee, Florida, USA

Shayne B. Piasta, The Ohio State University, Columbus, Ohio, USA

Sharolyn Pollard-Durodola, University of Denver, Denver, Colorado, USA

Franck Ramus, CNRS, Ecole Normale Supérieure, Paris, France

John Sabatini, Educational Testing Service, Princeton, New Jersey, USA

Gerd Schulte-Körne, Ludwig-Maximilians-University Munich, Munich, Germany

Margaret Semrud-Clikeman, University of Minnesota Medical School, Minneapolis, Minnesota, USA

Francisca Serrano, University of Granada, Granada, Spain

Donald Shankweiler, Haskins Laboratories, New Haven, Connecticut, USA

Hua Shu, Beijing Normal University, Beijing, China

Panagiotis G. Simos, University of Crete, Heraklion, Greece

Patrick Snellings, University of Amsterdam, Amsterdam, The Netherlands

Louise Spear-Swerling, Southern Connecticut State University, New Haven, Connecticut, USA

John Stein, University of Oxford, Oxford, England

Catherine Stoodley, American University, Washington, D.C., USA

Paz Suárez-Coalla, University of Oviedo, Asturias, Spain

Lee Swanson, University of California, Riverside, California, USA

Joel Talcott, Aston University, Birmingham, England

Li-Hai Tan, The University of Hong Kong, Hong Kong, China

Jurgen Tijms, University of Amsterdam, Amsterdam, The Netherlands

Shelley Xiuli Tong, The University of Hong Kong, Hong Kong, China

Gary Troia, Michigan State University, East Lansing, Michigan, USA

Kees P. van den Bos, University of Groningen, Groningen, The Netherlands

Aryan van der Leij, University of Amsterdam, Amsterdam, The Netherlands

Sharon Vaughn, The University of Texas, Austin, Texas, USA

Frank Vellutino, University at Albany, State University of New York, Albany, New York, USA

Ludo Verhoeven, Radboud University Nijmegen, Nijmegen, The Netherlands

Jeanne Wanzek, The Florida State University, Tallahassee, Florida, USA

Erin Washburn, Binghamton University, State University of New York, Binghamton, New York, USA

Beverly Weiser, Southern Methodist University, Dallas, Texas, USA

Maryanne Wolf, Tufts University, Medford, Massachusetts, USA

Juan Zhang, University of Macau, Taipa, China

Xiaolin Zhou, Peking University, Beijing, China

Pierluigi Zoccolotti, Sapienza University of Rome, Rome, Italy

 

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    Annals of Dyslexia is an interdisciplinary, peer-reviewed journal dedicated to the scientific study of dyslexia, its comorbid conditions; and theory-based practices on remediation, and intervention of dyslexia and related areas of written language disorders including spelling, composing and mathematics. Primary consideration for publication is given to original empirical studies, significant review, and well-documented reports of evidence-based effective practices. Only original papers are considered for publication.

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    It is the policy of Springer to own the copyright of all contributions it publishes. To comply with U.S. Copyright Law, authors are required to sign a copyright transfer form before publication. This form returns to authors and their employers full rights to reuse their material for their own purposes. Authors must submit a signed copy of this form with their manuscript.

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