This publication combines the Australian Education Research Organisation (AERO)'s practice guides, practice resources and explainer on delivering reading interventions in a secondary school multi-tiered system of supports (MTSS), with details of the methodology used to create these resources. AERO has developed a suite of guidance in partnership…

Spelling errors are typically thought of as an "effect" of a word's weak orthographic representation in an individual mind. What if existence of spelling errors is a partial "cause" of effortful orthographic learning and word recognition? We selected words that had homophonic substandard spelling variants of varying frequency…

To examine the processing of phonological and configurational information in word recognition in discourse reading, we conducted two experiments using the self-paced reading paradigm. The materials were three-sentence discourses, in each of which the last word of the second sentence and the third word from the end of the last sentence formed a…

Share (1995) proposed "phonological recoding" (the translation of letters into sounds) as a self-teaching mechanism through which readers establish complete lexical representations. More recently, McKague et al. (2008) proposed a similar role for "orthographic recoding", that is, feedback from sounds to letters, in building and…

This study investigated the relationship between specific cognitive patterns of strengths and weaknesses (PSWs) and the errors children make in reading, writing, and spelling tests from the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants were selected from the KTEA-3 standardization sample based on five cognitive…

Three experiments examined the role of phonology in the activation of word meanings in Grade 5 students. In Experiment 1, homophone and spelling control errors were embedded in a story context and participants performed a proofreading task as they read for meaning. For both good and poor readers, more homophone errors went undetected than spelling…

The purpose of this study was to examine how readers build orthographic knowledge for irregular words, defined as words that do not conform to conventional phonics rules and patterns. This study tests my theory that readers use phonological decoding, crosschecking and mental markings to read and spell unfamiliar irregular words. Forty-three…

The dual-route model of reading proposes distinct lexical and sub-lexical procedures for word reading and spelling. Lexically reliant and sub-lexically reliant reader subgroups were selected from 78 university students on the basis of their performance on lexical (orthographic) and sub-lexical (phonological) choice tests, and on irregular and…

Dyslexia is a specific learning disability characterized by difficulties with accurate and/or fluent word recognition and by poor spelling abilities. The absence of other high level cognitive deficits in the dyslexic population has led some authors to propose that non-strategical processes like implicit learning could be impaired in this…

Using assistive reading software may be a cost-effective way to increase the opportunity for independent learning in students with learning disabilities. However, the effectiveness and perception of assistive reading software has seldom been explored in English-as-a-second language students with learning disabilities. This research was designed to…

To evaluate whether performance differences between good and poor readers relate to reading-specific cognitive factors that result from engaging in reading activities and other experiential factors, the authors gave students in Grades 4 and 6 a perceptual identification test of words not only drawn from their personal lexicon but also varying in…

Comprehensive, authoritative, and designed for practical utility, this handbook presents evidence-based approaches for helping struggling readers and those at risk for literacy difficulties or delays. Leading experts explain how current research on all aspects of literacy translates into innovative classroom practices. Chapters include clear…

Grounded in state-of-the-art research, this book explores how English language learners develop both the oral language and literacy skills necessary for school success. Chapters examine the cognitive bases of English acquisition, and how the process is different for children from alphabetic (such as Spanish) and nonalphabetic (such as Chinese)…

The role of orthographic processing skill (OPS) in reading has aroused the interest of many developmental researchers. Despite observations by Vellutino that current measures of OPS primarily are indicators of reading (and spelling) achievement, OPS commonly is distinguished from both reading achievement and phonological skills. An analysis of the…

Explores the composition and stability of internal orthographic representations of printed words. Finds that the results are contrary to the view that the strength of an internal representation is uniform across all its graphemes and is a function only of visual experience with the printed form. (SG)