Purpose: To assess strengths and weaknesses of the reading level (RL) match approach and its potential to generate insights regarding the cognitive foundations of reading ability and disability. Method: We applied RL-match design to a sample of 2nd-6th graders reading a consistent orthography, Russian, using an "extreme phenotype"…

This research synthesis examines whether the association between print exposure and components of reading grows stronger across development. We meta-analyzed 99 studies (N = 7,669) that focused on leisure time reading of (a) preschoolers and kindergartners, (b) children attending Grades 1-12, and (c) college and university students. For all…

Evaluates a phonological awareness program by studying 38 kindergarten children: the experimental class received a Danish training program of metalinguistic games and exercises, and two control classes used either a kindergarten reading/writing program or a normal program. Shows that children in the special programs had greater gains in reading…

Offers some new evidence about sensitivity to morphemes and the decoding skills of American children in grades three through six. Focuses on knowledge of derivational suffixes, which is examined with sentence completion and sentence acceptability tasks that manipulate the suffixes in real words and nonsense derived forms. Indicates that knowledge…

Describes a study in which 100 university students completed tests of spelling production, vocabulary, reading comprehension, reading experience, and reading accuracy. Finds that reading experience, as measured by an adaptation of the Author Recognition Test, and reading accuracy contributed to the prediction of spelling beyond the joint…

Examines relations between morphological sensitivity and decoding ability in grades 3 through 6 to investigate the morpho-phonological nature of English orthography. Indicates that children's recognition of derivational relationships improved with grade level. Concludes that both phonological awareness and sensitivity to morphological structure…

Examines the connections between oral reading abilities and spelling behaviors of third- and fifth-grade students. Confirms a strong relationship between spelling skill and oral reading ability, supporting the argument that a common body of conceptual word knowledge underlies both. (RS)

Introduces the articles in the special issue as sharing a concern with the role of morphological skills in the learning of alphabetic orthographies. Discusses how the articles offer a cross-section of different perspectives, techniques and populations. Notes several pieces of evidence that morphological awareness, while related to phoneme…

Tests 78 children (8- to 12-year-olds) on cognitive, linguistic, academic, phonemic awareness, and memory ability. Explores the relationship between phonemic awareness, phonological memory, reading and spelling. Finds that phonemic awareness tasks are significantly correlated with reading decoding and spelling measures with slightly higher…

Gives children (ages 5+ to 9+) four tests of phonological skill to investigate relationships between these measures and their predictive relationship with reading and spelling ability. Finds performance at phonemic segmentation, rhyme sound categorization, and alliteration sound categorization improved with age, but all groups performed onset-rime…

Investigates whether orthographic processing ability in adults accounts for variance in individual word recognition and spelling skills. Finds that some individual differences in reading and spelling are caused by variation in orthographic processing skills linked to print exposure. (RS)

The Reading-Spelling Vocabulary Program (RSVP) is a list of 900 words of highest frequency selected from 14 previous studies of words in print, spoken vocabulary, and children's and adults' handwriting. The words are divided into four levels and 60 lessons of 15 words each. When a sample test was constructed and administered to 266 elementary…

Research shows congenitally deaf children, in comparison with normal children of similar reading experience, greatly excelled in spelling ability and possessed extraordinary word perception ability. (HOD)

Finds SAT Verbal scores correlated with parts 2 and 4 of a four-part Morpheme Sensitivity Test (MST); standardized test scores correlated with all parts of the MST; and significant difference between means on all parts of the MST for proficient and nonproficient high school readers. Notes that results are consistent with the morphophonemic nature…

As the first title in the new series, "New Directions in Communication Disorders Research: Integrative Approaches", this volume discusses a unique phenomenon in cognitive science, single-word reading, which is an essential element in successful reading competence. Single-word reading is an interdisciplinary area of research that incorporates…