Examined reading and phonological processing abilities in English and German dyslexic children, each compared with two control groups matched for reading level and age. Hypothesized that same underlying phonological processing deficit would exist in both language groups but that there would be differences in severity of written language…

Cognitive psychology has provided an information processing model that distinguishes between input processes such as listening to speech or reading and output processes such as speaking or writing. It is useful for spelling reformers to consider reading (input) and writing (output) processes separately, because the demands of the reader and of the…

The ability of elementary children to read texts distorted to reduce sound, shape, or orthographic cues was observed. Good readers (reading age of over seven years) found distorted orthographic cues more difficult than reduced sound or shape cues. Poorer readers were not differentially affected by the three types of distortions. (Author/SJL)

Findings of experiments conducted with two groups of 12-year-olds--ten good spellers and ten poor spellers, all of equal reading achievement--suggested that the poor spellers were proficient at going from print to meaning but were impaired at converting print to sound. (GT)

Followed development of children at family risk for dyslexia from 3 years to 8 years. Found that 66 percent of high-risk group had reading disabilities at age 8 compared with only 13 percent in a control group. However, family risk of dyslexia was continuous. Interpreted findings within a model in which problems in establishing a phonological…