| A meta-analytical review of the genetic and environmental correlations between reading and attention-deficit hyperactivity disorder symptoms and reading and math M Daucourt, F Erbeli, CW Little, R Haughbrook, SA Hart Scientific Studies of Reading 24 (1), 23-56, 2020 | 67 | 2020 |
| Insights into dyslexia genetics research from the last two decades F Erbeli, M Rice, S Paracchini Brain Sciences 12 (1), 27, 2022 | 52 | 2022 |
| Developmental dynamics between reading and math in elementary school F Erbeli, Q Shi, AR Campbell, S Hart, S Woltering Developmental Science 24 (1), e13004, 2021 | 43 | 2021 |
| Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model F Erbeli, SA Hart, RK Wagner, J Taylor Scientific Studies of Reading 22 (2), 167-180, 2018 | 35 | 2018 |
| Genetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status F Erbeli, SA Hart, J Taylor Journal of Learning Disabilities 52 (1), 135-145, 2019 | 31 | 2019 |
| Unraveling the relation between reading comprehension and print exposure F Erbeli, E van Bergen, SA Hart Child Development 91 (5), 1548-1562, 2020 | 28 | 2020 |
| Pathways to reading competence: Emotional self-regulation, literacy contexts, and embodied learning processes J Liew, F Erbeli, J Nyanamba, D Li Reading Psychology 41 (7), 633-659, 2020 | 27 | 2020 |
| Longitudinal Associations Among Reading‐Related Skills and Reading Comprehension: A Twin Study F Erbeli, SA Hart, J Taylor Child development 89 (6), e480-e493, 2018 | 26 | 2018 |
| Reading intervention and neuroplasticity: A systematic review and meta-analysis of brain changes associated with reading intervention M Perdue, K Mahaffy, K Vlahcevic, E Wolfman, F Erbeli, F Richlan, ... Neuroscience and Biobehavioral Reviews 132, 465-494, 2022 | 21 | 2022 |
| Phonemic awareness: A meta-analysis for planning effective instruction M Rice, F Erbeli, C Thompson, MR Sallese, M Fogarty Reading Research Quarterly 57 (4), 1259-1289, 2022 | 20 | 2022 |
| No evidence of creative benefit accompanying dyslexia: A meta-analysis F Erbeli, P Peng, M Rice Journal of Learning Disabilities 55, 242-253, 2021 | 19 | 2021 |
| Examining the effects of silent independent reading on reading outcomes: A narrative synthesis review from 2000 to 2020 F Erbeli, M Rice Reading & Writing Quarterly: Overcoming Learning Difficulties 38, 253-271, 2021 | 17 | 2021 |
| Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence J Taylor, F Erbeli, SA Hart, W Johnson Journal of Child Psychology and Psychiatry 61 (6), 689-698, 2020 | 15 | 2020 |
| Assessing L2 students with learning and other disabilities G Spanoudis, D Tsagari Cambridge Scholars Publishing, 2013 | 14 | 2013 |
| Reading ability, reading fluency and orthographic skills: The case of L1 Slovene English as a foreign language students F Erbeli, K Pizorn CEPS Journal 2 (3), 119-139, 2012 | 14 | 2012 |
| Translating Research Findings in Genetics of Learning Disabilities to Special Education Instruction F Erbeli Mind, Brain, and Education 13 (2), 74-79, 2019 | 13 | 2019 |
| The effects of genetic and environmental factors on writing development F Erbeli, SA Hart, YSG Kim, J Taylor Learning and individual differences 59, 11-21, 2017 | 10 | 2017 |
| Simple View of Reading among Slovenian English Foreign Language Learners: A Latent Interaction Modeling Approach F Erbeli, RM Joshi Learning and Individual Differences 93, 101953, 2022 | 9 | 2022 |
| Kormos, J. and Smith, AM (2012). Teaching Languages to Students with Specific Learning Differences. Bristol: Multilingual Matters. 232 p., ISBN 978-1-84769-620-5 F Erbeli Center for Educational Policy Studies Journal 2 (3), 181-186, 2012 | 7 | 2012 |
| Developmental trajectories for literacy and math skills from primary to secondary school C Little, F Erbeli, D Francis, S Tynan Journal of Research in Reading 45 (1), 65-82, 2022 | 6 | 2022 |
