This quasi-experimental study explored a response-to-intervention (RTI) design in which Tiers 2 and 3 were inverted for the most at-risk first grade students in reading intervention in seven classrooms (n = 24) across two culturally diverse schools. These students were matched using propensity scores and compared to a second group of first grade…

The Double Deficit Hypothesis of dyslexia is one approach to classifying students with reading disabilities. The theory offers four distinct groups of readers: (a) average readers, (b) students with phonological deficits, (c) students with naming speed deficits, and (d) students with double deficits: those having both (b) and (c). This study…

The purpose of this study was to determine if event-related potential (ERP) data collected during three reading-related tasks (Letter Sound Matching, Nonword Rhyming, and Nonword Reading) could be used to predict short-term reading growth on a curriculum-based measure of word identification fluency over 19 weeks in a sample of 29 first-grade…

A study examined phonological and orthographic processing skills related to two lexical acquisition systems in fifth and sixth-grade children with (n=16) and without (n=48) reading disabilities (RD). Children with RD added word-specific entries to their lexicons without a corresponding expansion of subword orthographic-phonological connections.…

A study investigated whether changing the letter composition of the Denckla and Rudel rapid automatized naming (RAN) task influenced task performance and the RAN word identification skill relationships in 383 first graders. Substituting a letter that was visually similar to other letters had the greatest influence on RAN speed and accuracy…