This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM) assessed prior to formal reading instruction explained individual differences in early reading comprehension levels. Second, we examined to what extent the three common component skills,…

Comparison of the individual reading strategies of 26 severely impaired developmental dyslexics and 26 nonhandicapped readers found a distribution of skills and strategies over a continuum in both groups. Dyslexic students were specifically impaired in phonological processing, and half of them employed more whole-word oriented strategies than the…

Discusses the relation of research findings concerning field dependence-independence to conceptualizations of the process of learning to read. Proposes directions for investigation of the impact of individual differences in the acquisition of reading skills. (RJC)

Three experiments were conducted to explore the effect of word training on interference patterns in the picture-word task. Subjects were first and second graders. (MP)

Considers whether the development of reading skills in different orthographies varies primarily as a function of common underlying cognitive processes, or as a function of orthographic transparency. Concludes that when the script is less complex young children appear to develop their word recognition skills with relative ease, even in the absence…

This article explores the styles of word reading and word spelling used by beginning readers in the French language. The aim of the study was to find out whether "sub-lexical" and "lexical" styles of reliance, which has been observed in children learning to read and spell in English, exists in French, a language with a more transparent…

This study investigated use of the Reading Component Model to subgroup poor readers. Poor readers were identified in second grade and subgrouped into four significantly different groups on the basis of relative strengths and weaknesses in word recognition and listening comprehension. Further analysis found poor readers' abilities were foreshadowed…