The purpose of this paper is to describe what we know and what we still need to learn about literacy intervention for children who experience significant difficulties learning to read. We reviewed 14 meta-analyses and systematic reviews of experimental and quasi-experimental studies published in the last decade that examined the effects of reading…

The development of phonological awareness (PA) before school age was modeled in association with the development of vocabulary and letter knowledge, home literacy environment (HLE), children's reading interest, and beginning reading skill in children with and without familial risk of dyslexia. A total of 186 children were followed from birth to…

This research review identifies similarities in skill acquisition across the domains of reading and math disabilities, specifically addressing the sequence of skill development and the theoretical question of whether the disabilities reflect delays or deficits in cognitive development. The paper discusses the nature of differences between learners…

Examples showing how educational practices can result in students' reading difficulties are taken from the problem areas of: classroom atmosphere, reading attitudes, parental reactions, dull or difficult reading materials, limited reading resources, teaching practices, overemphasis on skills, and the individual needs of students. (JN)

It is suggested that reading is not a unitary process, but the acquisition of a succession of skills. Different retarded readers may break down at different stages in the acquisition of these. Each disability type may be associated with a particular type of deficiency in conceptual thinking. (Author/SJL)

Provides a model of the domains of preliteracy development that contains four components: an orthographic, phonological, meaning, and context processor. The relationship of subskills to prereading activities and later reading is discussed. Developmental progressions for various preliteracy skills are identified, and methods of assessing…

Research based teaching strategies for improving the reading comprehension of mildly handicapped students include identifying learning goals, breaking goals into simpler units, ordering instruction developmentally, and teaching the use of metacognitive strategies for reading. (CB)

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)

Reviews research in the areas of reading standards and tests, reading development, dyslexia and specific reading retardation, and reading materials and interests. (FL)

Background and historical information on dyslexia are presented, including use of the term dyslexia, definitions of brain disorders affecting language ability, various schools of thought on remediation, guidelines for evaluating individuals with language-processing problems, and recommendations for treating common problems. (SW)

Reading improvement programs that have focused on additional staff for teaching, tutoring, and counseling; prescriptive, self-paced learning methods; unstructured open-education strategies; and intensive reading have often been successful in small towns and middle sized cities, but none has made a major impact on the reading achievement of…