Examined in this study was instruction in two reading intervention programs, Reading Recovery and Reading Mastery, in the context of a statewide early reading initiative's first year of implementation. Through observations of 15 teachers, investigated in this study was the instructional focus of the intervention lessons and the extent to which…

Speech problems and reading disorders are linked, suggesting that speech problems may potentially be an early marker of later difficulty in associating graphemes with phonemes. Current norms suggest that complete mastery of the production of the consonant phonemes in English occurs in most children at around 6-7 years. Many children enter formal…

In the present study we examined the processing demands of three reading comprehension tests, namely the Woodcock-Johnson Passage Comprehension (WJPC), a Curriculum-Based Measure test (CBM-Maze), and a Recall test, in the early elementary years. Our investigation was theoretically motivated by Perfetti's Verbal Efficiency Theory and examined the…

At 30 months, children who were later considered dyslexic were deficient in length, sytactic complexity, and pronunciation of spoken language. At three years, children were deficit in receptive vocabulary and object-naming, and at five years, in phonemic awareness and letter-sound knowledge. These deficits were not found in normal reading children…