Shows an association between rhythmic ability and reading in seven- and eight-year-old students. Finds that training in music is an effective additional strategy for assisting children with reading difficulties. (SR)

Presents a study of students with severe reading difficulties in a public school setting. Compares the results with those of a study conducted in 1946. Suggests that field-based specialists can do a thorough diagnosis with tests and procedures currently available. (MG)

Tests 78 children (8- to 12-year-olds) on cognitive, linguistic, academic, phonemic awareness, and memory ability. Explores the relationship between phonemic awareness, phonological memory, reading and spelling. Finds that phonemic awareness tasks are significantly correlated with reading decoding and spelling measures with slightly higher…

To investigate the relationship between reading accuracy and speech processing, 20 skilled readers (grades 2-3) were compared with 20 less skilled readers on a speech perception and production task. The vowel phonemes were less securely represented in the perceptual systems of the less skilled readers than were consonant phonemes. (Author/CR)

Investigates the extent to which differences in memory span for good and poor readers can be explained by differences in a long-term memory component to span as well as by differences in short-term memory processes. Discusses the nature of the interrelationships between memory span, reading and measures of phonological awareness. (SG)

Considers oral reading fluency as an indicator of overall reading competence. Summarizes several studies substantiating that oral reading fluency may reflect overall reading competence. Provides an historical analysis of the extent to which oral reading fluency has been incorporated into measurement approaches during the past century. Concludes…

Examines the performance on verbal short-term memory tasks of specifically reading disabled children relative to reading-age matched and chronological-age matched control groups. Examines memory span for words, highly wordlike nonwords and less wordlike nonwords, speech rates for these items, and nonword repetition. Suggests that there is a…

The relationship between reading ability (word recognition) and developmental spelling stages was studied with 11 children (9 boys, 2 girls) with reading disabilities in grades 3, 4, and 5. Word recognition ability was determined by administering the Classroom Reading Inventory. Graded word lists were then used as a measure of word recognition and…

In a partial replication of Samuels' (1972) experiments, 60 first grade pupils were assigned to a letter name group, a letter discrimination group, or a control group to investigate the effect of letter name knowledge on learning to read words. Artificial letters formulated by Gibson, et al. (1962) were used instead of those of Samuels, and…

The objective of this remediation handbook is to help the classroom teacher to diagnose and remedy the various kinds of problems grouped under the heading of reading disability. The handbook is organized into two volumes: volume one constitutes a reading disabilities checklist which can be reproduced by the teacher as an observational guide.…

Whether IQ is or is not related to reading depends on such variables as the difficulty of the task, the time allowed for learning, the quality of instruction, and the nature of the tests used for assessing intelligence and reading. The relationship between intelligence--as assessed by an individual measuring instrument, such as the…

Four questions concerning the relationship between results of cloze test scores and individual reading ability are investigated: (1) Is there a relationship between the cloze results and individual reading ability? (2) Should cloze tests be written at mean grade level? (3) Which provides higher correlations--giving credit for exact responses only…

This study tested two long-standing assumptions in education: that reading ability in the elementary grades is differentiated by sex and that boys experience a higher incidence of reading disability than do girls. In addition, three biological explanations for this difference were tested: maturational lag, cerebral dominance, and vulnerability of…

Discusses the benefits of a solid grounding in English grammar to a writer and outlines the psycholinguistic theory which "narrowly defines dialect as "any form of speech mutually acceptable within a group or area.'" Suggests that the flaw in this definition can affect a child's (and adult's) reading experience. (JM)