Administers a phonological task to 34 English-speaking grade 2 children (attending a bilingual English-Hebrew elementary school) to tap sensitivity to a phonemic contrast that occurs productively in Hebrew but is phonotactically constrained in English. Concludes a general level of phonological ability is required for reading to develop but that…

Studies the development of accurate and fast reading processes in 66 children learning to read simultaneously in English and Hebrew. Finds that steps associated with development of English reading efficiency apply to the development of word recognition skills in Hebrew, and specific linguistic features may interact with more global Hebrew…

Two studies were conducted in an effort to see if less skilled readers could be trained to pay closer attention to the hierarchically coherent aspects of text by representing text structures in nodes-relations flowcharts. The subjects were 88 students from two community colleges. A pretest-posttest design with controls was employed. The analysis…

Tests the hypothesis that differences between first-language (L1) and second-language (L2) reading and spelling profiles could be accounted for by lack of proficiency in the L2 or differences in orthographic complexity. Finds that neither of these explanations alone sufficed to explain the development of reading and spelling in the two languages…