The eight-year-old boy was taught to use a memory strategy for determining correct symbol representation through behavior modification involving accurate recognition and production of letters and digits. Decrease in frequency of letter and digit reversals demonstrated utility of the mnemonic method and confirmed the reversal/directional…

Investigates whether asynchrony of speed of processing between visual-orthographic and auditory-phonological modalities can account for word recognition deficits among dyslexic readers. Indicates that dyslexic readers were slower than control readers in most of the experimental tasks. Proposes a theory suggesting that asynchrony between the…

A study of 114 12-year-olds in the Netherlands found that dyslexia was associated with deficits in: (1) phonological recoding, word recognition in both Dutch and English, and spelling skills; and (2) naming speed for letters and digits. Dyslexia was not associated with other cognitive and motor skills evaluated. (Contains extensive references.)…

Investigates word identification in Arabic and basic cognitive processes in reading-disabled (RD) and normal level readers of the same chronological age, and in younger normal readers at the same reading level. Indicates significant deficiencies in morphology, working memory, and syntactic and visual processing, with the most severe deficiencies…

Assessed development of word recognition and spelling in dyslexic children (ages 9-15) over a 2-year period. Found that phonological and orthographic processing are distinct but reciprocally related components. Argues that dyslexics have primary deficits in phonological processing of speech and print and secondary deficits in orthographic…

Subjects measures of word recognition, phonological coding, and orthographic coding obtained from analyses of identical and fraternal twins to multivariate genetic analysis. Finds that genetic influences on individual differences in word recognition were more strongly related to genetic variance in phonological coding than in orthographic coding.…

This paper describes characteristics of 10-year-old children (n=422) with normal reading ability, but with some signs of dyslexia. Findings indicated these children obtained different results on five measures associated with dyslexia than did other normal achievers without such signs. Measures were underachievement at word recognition, spelling,…

The validity of the suggestion that dyslexic children make more letter reversal errors than other children was tested. Horizontal letter reversals of 8- to 11-year-old dyslexic children, nondyslexic speech- or language-impaired (SLI) children, and nonimpaired children in the context of individual letters, words, words spelled out letter-by-letter,…

Explores how well measures of verbal short-term memory and naming speed tasks predict children's reading achievement under various IQ control conditions. Both were effective, but when controlling for verbal IQ, memory measures are less reliable, whereas digit-naming speed remains a significant predictor of reading achievement. (MM)

Investigates whether dyslexic children use word identification processes which are qualitatively different from those used by normal readers at the same stage of reading acquisition. Results suggest that dyslexics and normal readers use essentially the same processes to recognize words, but may differ in knowledge of correspondence rules. (RWB)

This article challenges the word-identification view of reading and the resultant assumption that anyone who has difficulty reading words is dyslexic. It describes research demonstrating that word identification is less important in proficient reading than coordinating various language cues and metacognitive strategies to construct meaning. The…

Reports a case study of the reading and spelling processes of a developmentally disabled child indicating that there was almost a complete lack of alphabetic functions, that reading appeared to be based on a "logographic lexicon," and that spelling was based on a letter sequence generator. (RS)

Comparison of two word identification training programs with 122 severely reading disabled children in grades 2 through 6 found both the phonological and the strategy programs resulted in significant improvement in word identification and word attack skills and sizeable transfer-of-training effects. Children at each grade level made equivalent…

The Decoding Skills Test (DST) was developed to provide a detailed measurement of decoding skills which could be used in research on developmental dyslexia. Another purpose of the test is to provide a diagnostic-prescriptive instrument to be used in the evaluation of, and program planning for, children needing remedial reading. The test is…

The present study employed discrete trial procedures to compare the performance of skilled and less-skilled third and sixth grade readers (N=37) on picture, letter and word naming tasks. It was assumed that if lack of proficiency in reading skill is due to a general name-retrieval deficit, then the skilled readers would be able to name each…