The "automatic letter-sound integration hypothesis" (Blomert, [Blomert, L., 2011]) proposes that dyslexia results from a failure to fully integrate letters and speech sounds into automated audio-visual objects. We tested this hypothesis in a sample of English-speaking children with dyslexic difficulties (N = 13) and samples of…

"Voyager Passport"[TM] is a supplemental reading intervention system for students in grades K-5. "Voyager Passport Reading Journeys"[TM] is a reading intervention program designed for adolescents who struggle with reading. The "Voyager Universal Literacy System"[R] is a K-3 reading program that includes a core reading…

A cross-sectional study tested Danish students' mastery of links between grammar and spelling (cf. the English link between past tense verbs and the "-ed" spelling for a word final /t/, e.g., "miss" ed vs. "mis" t). One hundred and forty-two students aged 10-17 spelled pseudo-word items with ambiguous phonemes, where…

Two groups of adolescents with language impairment (n=87) were compared with 20 adolescents with dyslexia, 19 aged-matched controls, and 18 younger typical children. Adolescents with dyslexia only performed as well as those with persistent oral language impairments and younger controls in reading and spelling, however, their reading comprehension…

Language Assessment Scales, Level 2 (LAS II) are used to assess the linguistic proficiency of limited-English-speaking or non-English-speaking adolescents. LAS II, like its predecessor, LAS I, provides a picture of oral linguistic proficiency based on a student's performance across four linguistic subsystems: phonemic, lexical, syntactic and…