Great progress has been made in learning how to provide more responsive instructional and behavioral supports to students through efforts in Response to Intervention and Positive Behavior and Intervention Supports. This article presents information and data on a longitudinal study designed to accelerate first graders at-risk for reading…

This study tested whether the association between temporal processing (TP) and reading is mediated by phonological awareness (PA) in a normative sample of 615 eight-year-olds. TP was measured with auditory and bimodal (visual-auditory) temporal order judgment tasks and PA with a phoneme deletion task. PA partially mediated the association between…

The longitudinal intervention study reported here is the first to investigate the efficiency of computer learning software specifically designed for dyslexic Swiss German learners of Standard German as a second language (L2) and English as a third language (L3). A total of 40 subjects (20 of them dyslexics and 20 of them nondyslexics; 10 students…

Although phonological awareness (PA) is an essential preliteracy skill with well-established predictive validity for elementary school reading success, previous research indicates that PA intervention does not demonstrate long term effects on reading. The theory of automaticity was the underlying foundation used to understand the importance of…

The purpose of this study was to identify relationships that exist between reading ability in 3rd grade and phonological awareness in kindergarten. A second purpose was to identify specific prereading skills that best predict later reading success. This study used a quantitative research design to answer the research questions posed. The…

Whether the simple view of reading (SVR) as incorporated in the componential model of reading (CMR) is applicable to other orthographies than English was explored in this study. Spanish, with transparent orthography and Chinese, with opaque orthography were selected because of their diverse characteristics. The first part reports a study of…

This study investigated how Spanish orthographic code complexities influence learning to spell. Word and pseudoword dictation tests were carried out by 208 first- to fourth-grade students. Items included the following orthographic code complexities: digraph, contextual effect, position effect, letter H, inconsistency, and stress mark. The results…

French children program the words they write syllable by syllable. We examined whether the syllable the children use to segment words is determined phonologically (i.e., is derived from speech production processes) or orthographically. Third, 4th and 5th graders wrote on a digitiser words that were mono-syllables phonologically (e.g.…

Previous cross-language research has focused on L1 phonological processing and its relation to L2 reading. Less extensive is the research on the effect that L1 orthographic processing skill has on L2 reading and spelling. This study was designed to investigate how reading and spelling acquisition in English (L2) is influenced by phonological and…

Research indicates a strong relationship between phonological awareness and reading success. Phonemic intervention programs clearly show the benefits of explicitly teaching phonological awareness skills. Phonological awareness skills vary in nature and degree of difficulty and appear to follow a developmental progression. This study examined a…

The purpose of this study was to determine the relation between word recognition errors made at a letter-sound pattern level on a word list and on a curriculum-based measurement oral reading fluency measure (CBM-ORF) for typical and struggling elementary readers. The participants were second, third, and fourth grade typical and struggling readers…

Although connectionist models provide a framework explaining how the decoding and encoding abilities work reciprocally to enhance reading and spelling ability, encoding instruction in today's schools is not a priority. Although a limited amount of high-quality experimental or control studies to date (N = 11) give empirical support to using direct,…

The ability to identify stop consonants from brief onset spectra was compared between a group of Chinese children with phonological dyslexia (the PD group, with a mean age of 10 years 4 months) and a group of chronological age-matched control children. The linguistic context, which included vowels and speakers, and durations of stop onset spectra…

According to the Lexical Restructuring Model (Metsala & Walley, 1998), children move from holistic representations of words, to syllabic representations, and finally to phonemic representations through a restructuring process driven by their developing lexical base. In contrast, the psycholinguistic grain size theory put forth by Ziegler and…

A sample of 141 Canadian children in grades 3 through 6 wrote to dictation 24 short sentences sampling 90 lexical items representing 10 inflectional morphological categories to study their relation to the written spelling of 40 sight words. The children were encouraged in 3, 30-minute teaching sessions to use multiple strategies of retrieval,…