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Speech Perception and Speech Production as Indicators of Reading Difficulty.
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Post, Yolanda V.; Foorman, Barbara R.; Hiscock, Merrill – Annals of Dyslexia, 1997
To investigate the relationship between reading accuracy and speech processing, 20 skilled readers (grades 2-3) were compared with 20 less skilled readers on a speech perception and production task. The vowel phonemes were less securely represented in the perceptual systems of the less skilled readers than were consonant phonemes. (Author/CR)
Descriptors: Children, Consonants, Elementary Education, Language Processing
Relationship of Rapid Automatized Naming and Phonological Awareness in Early Reading Development: Implications for the Double-Deficit Hypothesis.
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Schatschneider, Christopher; Carlson, Coleen D.; Francis, David J.; Foorman, Barbara R.; Fletcher, Jack M. – Journal of Learning Disabilities, 2002
A study involving 1,123 children investigated the relationship between naming speed and phonological awareness skills and the implications for the classification of children at risk of reading disability. Results found a positive correlation between naming speed and phonological awareness and indicate this relationship will affect any comparison…
Descriptors: Classification, Disability Identification, Educational Diagnosis, Elementary Education
Critical Elements of Classroom and Small-Group Instruction Promote Reading Success in All Children.
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Foorman, Barbara R.; Torgesen, Joseph – Learning Disabilities: Research & Practice, 2001
This article reviews research on effective classroom reading instruction that finds dramatic reduction in reading failure occurs when explicit instruction is provided in phonemic awareness and decoding skills, word recognition and text processing, construction of meaning, vocabulary, spelling, and writing. The need for small-group instruction for…
Descriptors: Beginning Reading, Decoding (Reading), Elementary Education, High Risk Students