This article reviews evidence for seven central questions about the role of naming-speed deficits in developmental reading disabilities. Cross-sectional, longitudinal, and cross-linguistic research on naming-speed processes, timing processes, and reading is presented. An evolving model of visual naming illustrates areas of difference and areas of…

Introduces a series of articles on the prevention and treatment of dyslexia in Europe. The benefits of the Cooperation Scientifique et Technologique (COST), a framework for a research and development collaboration that promotes coordination of national research at the international level, is also discussed. (CR)

In response to articles concerning the author's earlier paper, the paper responds to criticisms concerning contextualism, the role of metatheory, distinctions between basic and applied research, cognitive components and specificity, the science of learning disabilities, neurological indices, model validation, and the nature of learning…

This article presents six guidelines and tips on their implementation when designing practice activities on basic information for learning-disabled students, overall goals being reduction of acquisition time, increased accuracy after practice and increased automaticity. Guidelines are explained in terms of the published research from which they…

This article introduces two conference papers (EC 607 450 and 451) which discuss the link between basic research into brain structure and function and the applied issues of instructional intervention in dyslexia. The papers, based on longitudinal studies at the Bowman Gray School of Medicine (North Carolina), were presented at a Middle Tennessee…

This article applies results of a previous meta-analysis of effective instructional practices with adolescents who have learning disabilities focusing on the factor, "Organization/Explicit," which contributed significant variance to effect size. This factor included the important instructional components of advance organization and explicit…