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…

A group test and individual interviews were used to investigate quantitative and qualitative aspects of students' vocabularies. Subjects for the group test were 144 high-, middle-, and low-ability fourth and sixth graders. Subjects for the interviews were eight high- and low-ability third and fifth graders. The group test consisted of two forms of…

To determine whether increasing decoding speed affects the comprehension of poor readers, two experiments were designed to test two groups consisting of seven good readers and eleven poor readers chosen from fourth and fifth grade. In the first experiment, poor readers were trained to read a list of words as rapidly as the good readers and were…