Despite an abundance of research centered on reading and applied behavior analysis, minimal literature exists on the use of applied behavior analysis methodologies to treat reading disabilities. This dissertation-in-practice action research study examined the extent to which a behavior-analytic intervention infused with the science of reading…

Background: The adult reading history questionnaire (ARHQ) is frequently used in research on adult dyslexia and family risk for dyslexia. However, this measure is lengthy (23 items), reducing its applicability in studies with extensive assessment batteries. Methods: We identified the best-performing ARHQ items in a sample of 396 Finnish adults…

The Double Deficit Hypothesis of dyslexia is one approach to classifying students with reading disabilities. The theory offers four distinct groups of readers: (a) average readers, (b) students with phonological deficits, (c) students with naming speed deficits, and (d) students with double deficits: those having both (b) and (c). This study…

Developmental dyslexia is characterized by severe reading and spelling difficulties that are persistent and resistant to the usual didactic measures and remedial efforts. It is well established that a major cause of these problems lies in poorly specified phonological representations. Many individuals with dyslexia also present impairments in…

The present findings are drawn from the Jyvaskyla Longitudinal Study of Dyslexia (JLD), in which approximately 100 children with familial risk of dyslexia and 100 control children have been followed from birth. In this paper we report data on the reading development of the JLD children and their classmates, a total of 1,750 children from four…

This study investigates the relationship between phoneme awareness and rapid naming skills and subsequent reading and spelling ability in two developmental periods: kindergarten to Grade 1 and Grade 1 to Grade 2. Two groups of children participated in the study: children at high and children at low familial risk of developmental dyslexia. The…

Two hundred sixty-seven 10- to 14-year-old Dutch children with dyslexia were randomly assigned to one of two samples that received a treatment for reading and spelling difficulties. The treatment was computer-based and focused on learning to recognise and use the phonological and morphological structure of Dutch words. The inferential algorithmic…