The connectionist triangle model of reading aloud proposes that semantic activation of phonology is particularly important for correct pronunciation of low-frequency exception words. Our consideration of this issue (Woollams, Lambon Ralph, Plaut, & Patterson, 2007) (see record 2007-05396-004) reported computational simulations demonstrating that…

Stroop interference is often taken as evidence for reading automaticity even though young and poor readers, who presumably lack reading automaticity, present strong interference. Here the relationship between reading skills and Stroop interference was studied in a 7th-grade sample. Greater interference was observed in children diagnosed with…

Unsupported assumptions that dyslexics differ from other poor readers by having higher intelligence are challenged by a developmental model proposing that reading difficulty results from early language delays and environmental factors. A mixed transactional model that incorporates early language problems and IQ may be more appropriate. (SK)

Praises Peter Johnston's thoughtful, constructive use of the term dyslexia in his article that appeared in the May 1985, "Harvard Educational Review." (HOD)

Reviews attempts to adequately define dyslexia with a focus on recent efforts at developing a nosology of dyslexia and discusses the neurological basis of reading and severe reading failure with an emphasis on validating evidence provided through brain-mapping procedures and postmortem studies. (HOD)

This article presents evidence that initial and advanced reading abilities are predominantly mediated by the right and left cerebral hemispheres, respectively. Premature reliance on left hemisphere reading strategies or later failure to shift from earlier right hemisphere strategies are hypothesized as resulting in two different types of dyslexic…

This article reviews Bakker's developmental neuropsychological model (the Balance Model) of reading development (EC 602 750), notes the need for validating research before employing these procedures in clinical practice, and raises some conceptual problems such as evidence that learning disability subtypes evolve over time. (Author/DB)

This commentary on a paper by Diane Sawyer (EC 602 748) on relations between various language skills and the development of reading ability addresses potential limitations in the implementation of structural equation modeling. The commentary concludes that the data presented by Sawyer do not support the interpretation that reading comprehension…

This book addresses the issue of living with dyslexia, illuminating the problems using first-person accounts and personal histories of child and adult dyslexics, even entire dyslexic families. Dubbed the "middle class disease" by some and a "specific learning disability" by others, dyslexia affects one in 25 persons. Although…

This article argues for the adoption of a 2-step procedure in diagnosing dyslexia: first, identify students with word list reading standard scores below 90, and then identify students with a reading score at least 10 points lower than expected from the full scale intelligence quotient. (JDD)