We modeled word reading growth in typically developing (n = 118) and children with dyslexia (n = 20), Grades 2-5, across multiple exposures to 30 words. We explored the facilitative versus inhibitory effects of exposures to differential mixes of words that support high- versus low-frequency vowel pronunciations. One training corpus contained a…

The simple view of reading posits that reading comprehension can be decomposed into a print-specific component (concerning decoding and sight word reading) and a language comprehension component (concerning verbal and metalinguistic skills not related to print). One might properly consider lexical skills, indexed by vocabulary measures, part of…