Annals of Dyslexia

Aims & Scope

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.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.3
2024	2.10

Journal Rank

Year	Value
2024	7172

Journal Citation Indicator

Year	Value
2024	222

SJR (SCImago Journal Rank)

Year	Value
2024	0.766

Quartile

Year	Value
2024	Q1

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Health Professions and Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• A definition of dyslexia

  Citation: 1295

  Authors: G. Reid, Sally E., Bennett A.

• The missing foundation in teacher education: Knowledge of the structure of spoken and written language

  Citation: 296

  Authors: Louisa Cook

• A meta-analysis of morphological interventions: effects on literacy achievement of children with literacy difficulties

  Citation: 266

  Authors: Amanda P., Soyeon

• Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ

  Citation: 237

  Authors: Hollis S.

• Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy

  Citation: 233

  Authors: Anne E., Kathryn E., Keith E., Paula J.

• Complexities in identifying and defining mathematics learning disability in the primary school-age years

  Citation: 226

  Authors: Michèle M. M., Gwen F.

• Effects of fluency, oral language, and executive function on reading comprehension performance

  Citation: 205

  Authors: Laurie E., April, Carolyn A. S., Terry M., E. Mark

• The role of morpheme recognition and morphological awareness in dyslexia

  Citation: 200

  Authors: Carsten, Elisabeth

• A developmental framework for developmental dyslexia

  Citation: 200

  Authors: Uta

• Measuring teachers’ content knowledge of language and reading

  Citation: 199

  Authors: Louisa C., Barbara R.

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