The study assessed the clinical utility of an invented spelling tool and determined whether invented spelling with linguistic manipulation at segmental and supra-segmental levels can be used to better identify reading difficulties. We conducted linguistic manipulation by using real and nonreal words, incorporating word stress, alternating the…

This article offers instructional suggestions and strategies based on research and theoretical literature for developing reading fluency through the use of rhyming poetry and other texts beyond the narrative and informational texts that have been traditionally used for reading instruction. Readers' lack of fluency in reading can be a monumental…

In English, gains in decoding skill do not map directly onto increases in word reading. However, beyond the Self-Teaching Hypothesis, little is known about the transfer of decoding skills to word reading. In this study, we offer a new approach to testing specific decoding elements on transfer to word reading. To illustrate, we modeled word-reading…

We investigated how articulatory complexity at the phoneme level is manifested neurobiologically in an overt production task. fMRI images were acquired from young Korean-speaking adults as they pronounced bisyllabic pseudowords in which we manipulated phonological complexity defined in terms of vowel duration and instability (viz., COMPLEX:…

Purpose: This study investigated the network of brain regions involved in overt production of vowels, monosyllables, and bisyllables to test hypotheses derived from the Directions Into Velocities of Articulators (DIVA) model of speech production (Guenther, Ghosh, & Tourville, 2006). The DIVA model predicts left lateralized activity in inferior…

This study examined the learning of teacher candidates taking a language arts course in a special-educator preparation program and that of the second graders they tutored in a supervised field component of the course. Teacher candidates' knowledge of literacy instruction was assessed using five knowledge tasks; children were assessed on several…

To investigate the relationship between reading accuracy and speech processing, 20 skilled readers (grades 2-3) were compared with 20 less skilled readers on a speech perception and production task. The vowel phonemes were less securely represented in the perceptual systems of the less skilled readers than were consonant phonemes. (Author/CR)

To test F. J. Morrison's conceptualization of reading disability as the failure to master the complex irregular system of rules governing sound-symbol correspondence in English (1980), a study investigated the speed with which disabled and normal readers processed short vowels, long vowels, and vowel digraphs. Subjects consisted of two groups of…

The current research is an examination of the nature of reading difficulties in dyslexic readers of Hindi. The reading performance of children with dyslexia was compared with that of reading-age (RA) and chronological-age (CA) matched controls on word and non word reading of items of different length. The results showed that the dyslexic children…

Compared the vowel responses of severely disabled readers with those of normal control children in reading orthographically regular nonwords. Vowel responses were compared on both age and reading level groups, and the vowel responses of two out of three reading disabled groups paralleled those of their reading level peers. (Author/DJD)

This study compares the vowel-sound associations of normal and learning disabled children on regularly spelled (major pattern) words, irregularly spelled (minor pattern) words, and nonsense words following the same orthographic structures. The 60 subjects were matched on word recognition ability, as well as age. (Author/PN)

Investigates the symptoms of acquired surface dyslexia in Hebrew. Four acquired surface dyslexic adults were compared with eight normal second graders in terms of reading strategy. Homophones and homographs were a major source of difficulty for native Hebrew surface dyslexic readers; the normal second graders used a non-lexical strategy. (45…