This article describes the implementation of small-group reading instruction as secondary- and tertiary-level components of a three-tier model of prevention and intervention. The study consisted of 83 students who were targeted in the winter of kindergarten as being at high risk for reading failure. Intervention consisted of evidence-based…

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 computerized remedial reading programs, the "Autoskill Component Reading Subskills Program" and "Read It Again Sam," were used with poor readers. Compared to 6 controls, the 10 ninth grade students using the programs improved word recognition accuracy and rate, while comprehension gains were modest. Relative strengths of…

A study investigated the attitudes normal and disabled readers have toward reading to determine if differences existed between the two groups. Subjects, 40 normal readers and 40 students from remedial classes in grades 3 through 6, each completed the Estes Attitude scale. The results indicated a significant difference in attitudes toward reading…

Fourteen poor-reading college students were assigned to a dyslexia group or a nonspecific reading-disabled group based on intelligence quotient (IQ). The groups were compared to controls on cognitive and reading-related skills. Results showed that poor decoding skill characterized the dyslexic reader, whereas the nondyslexic poor reader displayed…

Presents results of a study comparing self-correction rates among good and poor readers in a reading level design that controlled text difficulty. Reports no significant differences between the groups when reading identical passages at equivalent error rates. Concludes that self-correction rates correlate with reading accuracy but not…

Describes a study of reading skills improvement among 362 Morgan State University freshmen who were assigned to a corrective reading course after scoring below the tenth grade level on the McGraw-Hill Reading Test. Posttest scores showed significant improvement in reading skills. (PAA)

Discusses a report in which eight dyslexic, eight mentally disabled, and eight normal readers were asked to rank nine qualities both of their classroom teacher and of an ideal teacher. Discovers that comparisons of ideal and actual teacher ratings within each group demonstrated significant concordance for the normal and disabled groups, but not…

Reading disability subtypes were determined in 50 neurologically impaired students (ages 11-19), with and without reading disabilities. Subtypes found primarily in the reading-disabled sample were anomic-language disorder, dysphonetic and mixed dysphonetic-dyseidetic, oral reading deficit, intermodal association deficit, and sequential relations…

The development of reading ability among adults is compared with that of children. Discussed are the characteristics of adults at each developmental level, instruction for skill enhancement, difficulties experienced at various levels, a historical overview of literacy needs and standards, and the growing recognition of dyslexia in adults.…