This study investigated taxonomic clustering and use of frequency associations as features in the semantic memory of children (n=30 in grades two and six) with learning disabilities (LD). Results suggested that, when individual child-generated word lists (i.e., meaningful) are used, children with LD may not be impaired in their ability to utilize…

Two experiments comparing 114 good and poor readers in second and fourth grades as well as 26 college students found poor readers did not interpret spoken sentences as accurately as good readers and that their performance was like that of younger children suggesting a developmental lag in phonological processing skills. (Author/DB)

Students (ages 6-10, n=144), grouped by age and reading ability, were administered tasks with a demonstrated relationship to reading. The concept of dyslexia was supported only for the older group, for whom dyslexia appeared to be either a phonological deficit or a developmental lag. (Author/DB)

This study evaluated Frith's 3-phase model of reading acquisition with 300 children in 2 cohorts who were followed from kindergarten through grade 3. Varying relationships were found among global language abilities, word recognition abilities, and reading comprehension depending on grade level. Implications for the study and treatment of…

This study of 640 twins with reading disability and 436 controls (mean age 12) examined external validity of the distinction between specific reading retardation and reading backwardness, in 3 domains: genetic etiology, sex ratio and clinical correlates, and neuropsychological profiles. There was no evidence of differential genetic etiology of the…

This study investigated whether significant group, gender, and grade differences existed in the learning style preferences of high school students with learning disabilities (n=53) and gifted students (n=64). Findings indicated significant group differences in preferences for light, design, and kinesthetic modality, as well as for motivation,…