Descriptor
Author
| Baber, Gail | 1 |
| Bacon, Ellen H. | 1 |
| Glez, Juan E. Jimenez | 1 |
| Liberman, Isabelle Y. | 1 |
| Lopez, Mercedes Rodrigo | 1 |
| Naglieri, Jack A. | 1 |
| Perkins, Victoria L. | 1 |
| Ramalgia, Janet M. | 1 |
| Reardon, Sean M. | 1 |
| Swanson, H. Lee | 1 |
Publication Type
| Journal Articles | 5 |
| Reports - Research | 5 |
| Opinion Papers | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
Audience
| Researchers | 6 |
| Practitioners | 3 |
Location
| Spain | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedSwanson, H. Lee; Ramalgia, Janet M. – Journal of Learning Disabilities, 1992
This study examined the degree to which 31 13-year-old children with learning disabilities were comparable to younger reading and spelling matched controls in (1) phonological similarity effects, (2) phonetically based misspellings, and (3) relationships between memory and spelling performance. An overreliance on phonological codes was found for…
Descriptors: Decoding (Reading), Junior High Schools, Learning Disabilities, Memory
Liberman, Isabelle Y. – 1987
The paper focuses on reading-disabled students with emphasis on the need for theory-driven research and improvements in the training of teachers in reading instruction. Among abilities that should be tested in research on causes of reading disability are the child's understanding of the phonological structure of written language, a specifically…
Descriptors: Decoding (Reading), Elementary Education, Learning Disabilities, Phonology
Peer reviewedNaglieri, Jack A.; Reardon, Sean M. – Journal of Learning Disabilities, 1993
This investigation (with 30 normal students and 30 students with reading disabilities, ages 7-15) examined the relationship between intelligence and phonological coding when ability was defined according to the Planning, Attention, Simultaneous, Successive (PASS) cognitive processing model. Findings indicate that phonological problems may not be…
Descriptors: Cognitive Processes, Decoding (Reading), Elementary Secondary Education, Handicap Identification
Peer reviewedGlez, Juan E. Jimenez; Lopez, Mercedes Rodrigo – Journal of Learning Disabilities, 1994
A sample of 133 Spanish children (ages 8 to 13) was classified by IQ and reading level and given a lexical processing task. The study found that IQ did not explain differences between learning-disabled (LD) or nondisabled (NLD) children in lexical processing. Lexical and sublexical parameters had a greater influence on LD students than NLD…
Descriptors: Cognitive Processes, Decoding (Reading), Elementary Education, Foreign Countries
Peer reviewedBaber, Gail; Bacon, Ellen H. – Education and Treatment of Children, 1995
This study with 12 2nd- and 3rd-grade students with mild disabilities compared memory for new reading words following instructional sessions in which either word meaning or phonic cues were emphasized. The phonic instruction resulted in a greater number of words remembered either within sentences or on word lists. (Author/DB)
Descriptors: Decoding (Reading), Instructional Effectiveness, Memory, Mild Disabilities
Peer reviewedPerkins, Victoria L. – Journal of Learning Disabilities, 1988
Elementary learning-disabled boys (N=48) were randomly assigned to four feedback treatment conditions that involved orally reading nonsense words. Results demonstrated significant differences for: any type of feedback compared to no feedback, corrective feedback (modeling and sound-it-out) compared to general feedback, and modeling compared to…
Descriptors: Decoding (Reading), Educational Therapy, Elementary Education, Error Analysis (Language)
