Describes tutoring of second grade inner-city children with reading disabilities. Results suggest elimination of visual-auditory memory deficit as a component of dyslexia. The abstract nature of the phoneme is proposed as the basis for much reading disability. The syllable is suggested as an intermediate unit for use in introductory reading. (JM)

Discusses the phonetic module that increases the rate of information flow, establishes the parity between sender and receiver, and provides for the natural development of phonetic structures in the individual. Cites evidence and function of this specialization and architectural relations between the two classes of modules. (Author/RT)