We tested the hypothesis that the acquisition of orthographic knowledge of novel words that are presented in an indistinct context, that is a context with many orthographically similar words, would be more difficult for dyslexic than for normal readers. Participants were 19 Dutch dyslexic children (mean age 10;9 years), 20 age-matched and 20…

Normal first graders received neurological training along the lines suggested by Carl H. Delacato; a 5-year followup study evaluated their subsequent reading ability as compared to a control group. (KW)

Use of contextual information in reading was examined by subjecting pupils to a cloze task (inserting missing words in texts) and an error-detection task (recognizing graphemic, syntactic, or semantic errors in texts). Children in higher grades and good readers (versus poor readers) demonstrated greater use of graphemic, syntactic, and semantic…

This study evaluated the decoding skills acquired by low readers in an experimental project that taught low readers in regular class through the use of clinical procedures based on a synthetic phonic, multisensory approach. An evaluation instrument which permitted the tabulation of specific decoding skills was administered as a pretest and…

This study investigated the relationship between letter-sound ability and general reading ability in Israeli Hebrew and explored the value of letter-sound ability as a predictor of later reading success. The subjects were 130 children in primary classes in two Israeli public schools differentiated by socioeconomic status (SES). Stimuli were 31…

Reported was a two part study of 59 educable mentally retarded (EMR) primary grade children which examined the possibility of ascertaining continuous word-association norms, word-association norms, and sentence norms for EMR children, and of utilizing the high word and sentence associations to facilitate reading instruction. Collection of both…

Examined the relationship between phonological awareness and reading skills in eight-year olds from Britain, Hong Kong, and Taiwan. Found that performance of Chinese children on phonological tests was not significantly related to their reading ability, in contrast to performance of English children, whose results continued to show a significant…

This study used the Reading Miscue Inventory (RMI) to examine and compare the reading strategies used by a group of proficient (P) readers and a group of retarded (R) readers, both of which were reading at the fourth-grade level. The purpose of the study was to determine whether qualitative differences in the reading strategies of these two groups…

Sixty-five first graders from various sociocultural backgrounds and their parents/caregivers participated in a study designed to look at the relationship between home literacy environments and children's motivations for reading. Each child completed a Motivations for Reading interview, and parents of all children were interviewed regarding their…

Studied reading comprehension, vocabulary, general knowledge, and print exposure of 11th graders who completed reading battery 10 years earlier. Found that first-grade reading ability predicted all 11th-grade outcomes--even when cognitive ability was partialed out--and was linked to print exposure, even after 11th-grade reading comprehension…