This study, with 38 9-year-old poor readers and 40 reading age-matched normally achieving readers, examined qualitative differences in poor readers relative to normally achieving readers of the same reading level. Results suggest that poor readers have worse grapheme phoneme conversion skills and greater reluctance to relinquish the lexical route…

Two Schools of thought prominent in reading instruction are: (1) that reading is a language-based skill which requires the reader to have a sound knowledge of phonology and that this knowledge must be at an automatic level of information processing; and (2) that reading problems are the result of being overly attentive to phonetic and orthographic…