Spelling error patterns of 30 disabled readers (grades 3 through 6) were compared to error patterns of 40 younger able readers (grades 1 through 3), and 37 able readers of the same age. Discriminant analyses indicated distinguishing patterns, primarily between the disabled readers and the older able readers. (Author/SEW)

Monitoring on some school-related tasks (editing, writing, spelling, and synonymy) was studied in learning disabled and normal adolescents. (Author)

Analysis of errors by more than 300 kindergarten children on the Boehm Test of Basic Concepts suggested seven cognitive factors that appear to be involved, including complexity of directions, deficits in spatial perception, and inadequate auditory memory for sentences. (CL)

Comparison of 30 learning disabled (LD) children, ages 7 to 13, and controls on a computerized test of attentional skills indicated LD subjects committed more omission errors and responded at a slower rate but did not differ from the controls on commission errors, suggesting inefficient allocation of processing resources rather than attentional…

Analysis of learning style, error clusters, and grade equivalents of 53 delinquent adolescents and 51 junior high students revealed significant differences in type and prevalence of multiple error clusters within eight educational skill areas and across eight combined skills. Significantly higher prevalence of school problems among delinquents was…

The study examining the nature of misreadings of vowels by 10 good and 10 poor grade 3 readers of the Kannada language (which has a phonetically regular script) found that both groups misread vowels in equal proportion to their total number of misreadings. (DB)

The study investigated word-finding skills in 30 learning disabled (LD) boys (ages 8-to-11-years). Ss were administered measures designed to explore word-finding ability in three stimulus contexts for high- and low-frequency words.

Eighty-two elementary school children with attention deficit disorder (ADD) and dyslexia made more errors than 83 normally reading children with ADD on a test of rhyme and alliteration. A subgroup of dyslexic children who were sensitive to rhyme and alliteration scored higher than other dyslexic children on a test of spatial ability. (Author/DB)

Two studies involved 21 reading disabled elementary students grouped as either dysphonetics (characterized by nonphonetic spelling errors) or dyseidetic readers (characterized by spelling words according to sound rather than appearance). Cognitive strategy differences were noted in visual sequential memory. Findings emphasized the importance of an…

A study of Hans Christian Andersen's diaries from age 20 to age 70 found that his mean error spelling percentages are equal to contemporaries, but between 2 and 15 times lower than individuals with dyslexia. A structural analysis indicates that the proportion of plausible/implausible errors match those of normal achievers. (Contains references.)…

Twelve secondary students with learning disabilities read aloud from a text after previewing the passage under one of three conditions. Results showed significant decreases in error rates under slow-rate listening previewing and silent previewing and showed that slow-rate listening previewing resulted in fewer errors per minute than did fast-rate…

The study analyzed oral reading miscues in both first and second reading languages of 20 Hispanic successful and 20 learning disabled readers in the intermediate grades. Significant differences were found for English reading in grammatical relationships, comprehension, and grammatical function. (Author/DB)

To examine the association between reversal errors and neurological disorders, 409 first graders were asked to name the letters of the lowercase alphabet presented in fixed, nonalphabetical order. (Author)

A study of the writing disorders shown by students (n=260) taught by different methods of reading and writing found that pupils learning by a global-natural method make errors related more to reproductive aspects of information, whereas children taught by the phonic and syllabic methods made more errors of meaning. (Author/MSE)

This study with 28 Netherlands children (mean age 9 years, 7 months) with written language disorders found that copying words from the computer screen resulted in significantly fewer spelling errors on the posttest than writing words from memory and that both these forms of practice led to fewer spelling errors than only reading the words.…