Children with Developmental Language Disorder (DLD) show a wide range of impairments, including poor pre-reading skills and decoding difficulties due to phonological deficits and such difficulties have significant repercussions on the acquisition of written language. However, evidence about reading processes and development is mainly available for…

Dyslexia and other learning disabilities are not being properly recognized and treated in our educational system or society at large. Unrecognized and untreated learning disabilities represent a serious social and economic problem, not only to the individual but to society as a whole. For example, antisocial behavior, as seen in prison populations…

The present study examined the reading comprehension and receptive vocabulary skills of children with poor reading comprehension despite adequate decoding using a regression-based matching technique. Participants included five cohorts of children who were identified as typical readers (N = 70,493 - 75,553) or as children with specific reading…

The present article aimed to explore how the development of reading comprehension is affected when its cognitive basis is compromised. The simple view of reading was adopted as the theoretical framework. The study followed 76 children with mild intellectual disabilities (average IQ = 60.38, age 121 months) across a period of 3 years. The children…

The focus of this paper is on the assessment of the two main processes that children must acquire at the single word reading level: word recognition (lexical) and decoding (nonlexical) skills. Guided by the framework of the dual route model, this study aimed to (1) investigate the impact of item characteristics on test performance, and (2)…

Dyslexia is a common presenting condition in clinic and educational settings. Unlike the homogenous groups used in randomised trials, educators typically manage children who have multiple developmental problems. Investigations are required into how these complex cases respond to treatment identified as efficacious by controlled trials. This study…

The Great Leaps Reading Program (GLRP) was developed to supplement the reading instruction of students with reading difficulties (Campbell, 1995). Repeated readings, within each component of the GLRP intervention, were used until a predetermined criterion for mastery was achieved. Three secondary students educated in a rural, Title One school…

Developmental dyslexia is associated with functional abnormalities within reading areas of the brain. For some children diagnosed with dyslexia, phonologically based remediation programs appear to rehabilitate brain function in key reading areas (Shaywitz et al., Biological Psychiatry 55: 101-110, 2004; Simos et al., Neuroscience 58: 1203-1213,…

Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom instruction (Tier 1) and…

Reading skills at age 7-8 years were examined in a community-representative sample of 21 screened and clinically examined children with language delay (LD) followed prospectively from 2.5 years of age. The present study aimed to (1) determine whether these children with a history of LD had deficits in basic reading skills, i.e. decoding and…

The relation of morphological awareness to reading and spelling skills of dyslexic children and English language learners (ELL) is investigated. The lack of reading and spelling skills is found to be significantly correlated to insensitivity to derivational morphology.

Discusses the cognitive characteristics, neurobiological bases, and language and reading abilities of individuals with hyperlexia. A study of 12 children (ages 7-13) with hyperlexia is summarized that illustrates the dissociation between decoding and comprehension and the limited use of meaningful context to aid decoding. (Author/CR)

This study examined the relationships between the cognitive processes of rapid naming and phonological processing and various literacy skills. Variables measured and used in this analysis were phonological processing, rapid naming, reading comprehension, isolated and nonsense word reading, and spelling. Data were collected from 65 second-to-fifth…

This study examined the effects of systematic instruction emphasizing phonological awareness using three groups of readers (single deficit, double deficit and no deficit) aged 6:6 to 9:3. Twenty nine subjects identified with language-based learning deficits were assigned to a group based on assessment of phonological core deficit areas. After nine…

Three studies investigated the effectiveness of the Computer Assisted Reading Diagnosis, a diagnostic system based on "rauding" theory (a collection of theories, constructs, and equations developed to describe, explain, predict and control the ability to comprehend relatively easy sentences) and a causal model of reading achievement.…