Components of word recognition were studied for 19 dyslexic Norwegian 15-year olds and 19 normal readers matched for relevant variables other than reading ability. Phonological ability was the main factor influencing the variance in word reading among normal readers, but this factor had no significant role for dyslexics. (SLD)

Investigating the selective attention strategy, a study examined the type of attention allocated to important information by good and poor readers. Also tested was the methodological validity of using a conceptual (word recognition) perceptual (tachistoscopic word flash) task as a means of investigating the types of information processing that may…

A study examined whether or not high school teachers could name or list the reading skills needed by their students. The three skills categories were comprehending expository text, understanding content area vocabulary, and applying word analysis skills. The questions used to elicit information from teachers were (1) What must students do to…

A training program was devised to develop automaticity of one subcomponent of reading--locating and disembedding multiletter units within words. The system involved the use of a training task that was implemented in a microcomputer-based game that required students to detect whether a target unit was presented within words that were shown in rapid…