Many studies of school achievement find a significant association between reading and arithmetic achievement. The magnitude of the association varies widely across the studies, but the sources of this variation have not been identified. The purpose of this paper is to examine the magnitude and determinants of the relation between arithmetic and…

The method of repeated readings may be useful with disabled readers. Many disabled readers decode text in a word-by-word fashion and consequently have difficulty understanding what they read. This failure is often attributed to their inability to focus attention simultaneously on decoding and comprehending the message. (Author/SEW)

The author reviews literature on fluency of decoding, sentence awareness or comprehension, and comprehension of larger than sentence texts, in relation to reading comprehension problems in learning disabled children. Initial sections look at the relation of decoding and fluency skills to skilled reading and differences between good and poor…

Examines the influence that oral language deficits exert on children's ability to learn to read and to develop reading skills. Discusses evidence that points to deficient phonological awareness as the variable that best discriminates children with reading delay. The effects of deficit phonological awareness are described. (Author/CR)

The issue of identifying reading difficulties and disabilities in English language learners (ELLs) is a complex one. It is an area that draws on the diverse disciplines of first- and second-language acquisition, literacy, English language learning, and reading, including differences and disabilities research. This literature review aims to…

This paper reviews the history of whole-language versus code-emphasis approaches to reading instruction. The paper concludes that students with severe learning disabilities may learn to read in a whole-language, mainstream classroom, if provided with supplemental instruction, a variety of instructional techniques, and appropriate intensity and…

Recent cognitive analyses of the reading process indicate that learning disabled children with word decoding problems will be limited in the development of higher level reading comprehension skills. Microcomputer technology affords the repetitive word recognition practice necessary for successful decoding. (JC)

Research has specifically linked dropping out of school to reading disabilities and related problems. Research on reading as a cognitive task has focused on reading as an active process with three questions of concern: (1) How does the learner learn to identify the printed word?; (2) How does he or she discriminate one word from another word?; and…

Four approaches to the investigation of connections between language by hand and language by eye are described and illustrated with studies from a decade-long research program. The four approaches support a model in which language by hand and language by eye are separate systems that interact in predictable ways. (Contains references.) (CR)

This executive summary discusses our current understanding of the difficulties that children with reading/learning disabilities encounter as they start down the road to reading and summarizes research on early identification and intervention. The focus is on children in kindergarten through second grade. Findings from the analysis indicate: (1)…

This paper provides an overview of the Wilson Reading System, which teaches students word structure and language through a carefully sequenced, 12-step system that helps them master decoding and spelling. The program targets the needs of students at all levels (K-12), specifically students with language learning disabilities such as dyslexia;…