Compares dyslexic children with normal readers on measures of phonological decoding and automatic word processing. Finds that dyslexics have a deficit in automatic phonological decoding skills. Discusses results within the framework of the phonological deficit and the automatization deficit hypotheses. (RS)

Compares a sample of prison inmates with the norms obtained for large samples of 12-year-old students on tests measuring word decoding skills, reading, and spelling abilities. Shows that most of the inmates performed better or at the same level as 12-year-old students on all tasks measuring reading, spelling, and word decoding skills. (SC)

Investigates word and nonword reading in German- and English-speaking children. Suggests that low orthographic consistency, as in English, necessitates the use of complex and error-prone strategies in phonological recoding (translating printed words into spoken equivalents), whereas high consistency, as in German, allows phonological recoding into…

In a longitudinal intervention study, Swedish reading disabled children in grades 2-3 received either a phonological (n = 41) or an orthographic (n = 39) training program. Both programs were computerized and interventions took place in ordinary school settings with trained special instruction teachers. Two comparison groups, ordinary special…

Commonalities and differences in the processing mechanism of analytic reading in English and Chinese orthography are compared. Although the phonological processing route is more prominent in English and the morphological route in Chinese, certain processing routes may be implicated in reading disorders. (Author/DB)

Ninety pupils in grades one through three, half English speaking and half Spanish speaking, were administered informal reading inventories in their respective countries. Analysis of variance was used to determine whether significant differences existed between decoding errors of pupils in both countries. Results are discussed. (Author/MT)

Compares matched groups of normal and poor readers of Dutch. Assesses the way normal and poor readers automatically process phonological and orthographic incongruencies when comparing singular and plural of nouns. Investigates the automatized processing of uppercase-lowercase letter incongruencies. Concludes that poor readers not only have…

This study, with 38 9-year-old poor readers and 40 reading age-matched normally achieving readers, examined qualitative differences in poor readers relative to normally achieving readers of the same reading level. Results suggest that poor readers have worse grapheme phoneme conversion skills and greater reluctance to relinquish the lexical route…

Suggests that children often get confusing or conflicting instruction that possibly exacerbates initial problems. Reviews approaches to teaching children with reading problems. Concludes that effective phonics instruction for children with reading problems is both novel and systematic. Recommends a two-pronged solution: provide one clear and…

This article assesses the state of the literature on word-attack skills and phonological awareness (PA) in individuals with mental retardation, in light of progress towards the development of effective teaching procedures. The literature contains promising findings. Studies have shown PA to be correlated with word-attack skills in individuals with…

A study investigated the transfer effect of three different word recognition strategies. Subjects were 90 first- through fourth-grade children randomly drawn from an elementary school population to serve in the experimental group and a like number assigned to a non-instructed control group. Strategies taught to subjects were a graphophonic…

A study examined the differences between new and old editions of basal reading programs. Two editions, 1979 and 1986, of the Houghton Mifflin basal reading program for first grade were analyzed. Results indicated that there were substantial differences in both decoding and comprehension activities, and in the stories children read. The newer…

Good and poor comprehenders in seventh grade were interviewed about their approach to reading comprehension and asked to read two narrative passages. Results are discussed in terms of group differences. (Author/GK)

The experiment studied the differential effectiveness of two methods of blending instruction on the ability of prereaders to decode synthetic words. Findings indicated the superiority of auditory-visual training over auditory, with both methods significantly superior to practice on sound-letter association (the control group task). (RC)

Analyzes adult literacy students' utilization of orthographic and phonological strategies to read sight words, to decode nonwords, to spell words, and to detect rhyming words. Indicates that when encountering difficulties adults were less likely than children to use phonological strategies and were more likely than children to rely on visual or…