This article reviews the evidence for computer-based auditory training (CBAT) in children with language, reading, and related learning difficulties, and evaluates the extent it can benefit children with auditory processing disorder (APD). Searches were confined to studies published between 2000 and 2008, and they are rated according to the level…

We surveyed students enrolled in Introductory Psychology courses about their text marking preferences and analyzed the marking in their textbooks. Low-skill readers report more reliance on highlighting strategies and actually mark their texts more than better readers. In addition, low-skilled readers prefer to buy used, previously marked texts…

This article reviews the relationship between poverty and reading achievement in America's schools. It then discusses how to advance the reading proficiencies of students from economically impoverished homes. It gives particular emphasis to school-home partnerships and sociocultural literacy practices.

Recent research has shown that phonological neighborhood density facilitates naming latencies. In an attempt to extend this work, the authors evaluated the effect of phonological neighborhood distribution by comparing responding to words that consisted of 3 phonemes but differed in the number of phoneme positions that could be changed to form a…

The purpose of this study was to examine the developmental trajectory of speed and accuracy of words in context and in isolation among skilled, average, and less skilled readers (N = 201). The authors assessed fluency of words read in isolation and in contextual measures in the fall, winter, and spring of 1st grade. They performed a multivariate…

Four hundred and ninety-five Japanese primary-school children aged from 8 (Grade-2) to 12 (Grade-6) were tested for their abilities to read/write in Hiragana, Katakana, and Kanji, for their size of vocabulary and for other cognitive abilities including arithmetic, visuo-spatial and phonological processing. Percentages of the children whose…

This paper explores three current notions of literacy, which underpin the theorisation and practice of teaching and learning for both children and adults in England. In so doing, it raises certain problems inherent in these approaches to literacy and literacy education and shows how Stanley Cavell's notions of reading, and especially his reading…

The acquisition of reading skill was studied in 503 Italian children in first to eighth grade using a task that required reading of lists of words and non-words. Analysis of the metric characteristics of the measures indicated that reading speed but not accuracy was normally distributed across all ages considered. The role of specific effects…

This latest brief updates education leaders on the key policies the 13 (Arkansas, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee and Virginia) Southern Regional Education Board (SREB) states plan to implement under federal waivers to No Child Left Behind. It details,…

This study examines teachers' perceptions about a structured literacy curriculum that uses explicit instruction and teacher script combined with instructional practices common in special education such as time delay, error correction, and prompting strategies. The main research question addressed by this study was "What are the perceptions and…

Concept mapping is discussed as a means to promote meaningful learning and in particular progress in reading comprehension skills. Its increasing implementation necessitates the acquisition of adequate knowledge about frequent errors in order to make available an effective introduction to the new learning method. To analyse causes of errors, 283…

This study investigates the syllable's role in the normal reading acquisition of French children at three grade levels (1st, 3rd, and 5th), using a modified version of Cole, Magnan, and Grainger's (1999) paradigm. We focused on the effects of syllable frequency and word frequency. The results suggest that from the first to third years of reading…

Over the past decade, fluent reading has come to be seen as a central component of skilled reading and a driving force in the literacy curriculum. However, much of this focus has centered on a relatively narrow definition of reading fluency, one that emphasizes automatic word recognition. This article attempts to expand this understanding by…

In this paper, we will describe the theoretical underpinning of many bilingual education programs for deaf children: Cummins' Linguistic Interdependence theory. Then, we will review some of the studies that have been conducted on the relation between reading and signing skills, and discuss how difficult it is to interpret their findings within…

This study examined the differential impacts of an inquiry-based instruction on conceptual changes across levels of prior knowledge and reading ability. The instrument emphasized four simultaneously important components: conceptual knowledge, reading ability, attitude toward science, and learning environment. Although the learning patterns and…