Among the findings of the study of 141 dyslexic, reading retarded, and normal reading children was that the classic pathognomic signs of dyslexia (such as letter reversals and rotations) were reliably associated with poor reading but not specifically with diagnosed dyslexia. (Author/DLS)

It was found, among other things, that reading and spelling were surprisingly separate in both groups, though the discrepancy was greater in the backward readers, and that both groups appeared to use phonological cues in spelling more than reading. Journal availability: J. B. Lippincott Co., Philadelphia, PA 19105 (Author/DLS)

The study investigated the hypothesis that differences in performance between 19 poor and 19 good readers in the fourth grade on a rote memory task could be eliminated if both groups were induced to process the material to be remembered in the same manner. (Author/SBH)

The article is a continuation of a detailed review of the book "The Neuropsychology of Learning Disorders," edited by R. M. Knights and D. J. Bakker. (Author/SBH)

This study suggests that the Peabody Picture Vocabulary Test and the Slosson Intelligence Test measure different and limited aspects of a child's ability and are only rough estimates of his/her capability of what is generally termed intelligence. Scores from either should be interpreted with care and in light of other information about a child.…

Twenty-eight reading disabled children (in grades 2-4) were divided (on the basis of the nature of errors made in a writing from dictation task), into two groups--analytic-sequential deficient and holistic-simultaneous deficient. (Author/PHR)

A heterogeneous group of 60 learning disabled children (mean age=128.8 months) and a relatively homogeneous group (mean age=111.07 months) having specific reading deficits (n=58) were compared with normal children in two studies. (Author)

An 11-year-old English male with severe reading difficulties was taught relaxation techniques in order to improve his reading. (PHR)

The secondary level, learning disabilities literature offers limited hard data on learning disabled adolescents' reading behaviors and pedagogical programing that meet these students' reading needs. (Author)

The study investigated the effects of incentives for good performance on the selection and use of an efficient task strategy by 30 reading disabled and 30 normally reading second graders. (SBH)

The relationship between listening comprehension and reading comprehension was investigated with 40 fifth graders (20 poor and 20 skilled readers). (Author/SBH)

A study involving 104 students (7-12 years old) was conducted to identify subgroups of reading disabled children on the basis of similarities in Wechsler Intelligence Scale for Children-Revised profiles, and to explore the implications of the obtained profiles from the standpoint of remediation and differential programing. (SBH)

Twenty-two third-grade good and poor readers were tested for their ability to name pictures while trying to ignore words or nonword strings of letters printed inside the pictures. Both groups experienced more interference from intracategory than extracategory words, indicating that they processed the words automatically. Only the good readers…

Dichotic listening and bisensory memory skills were investigated in 72 male middle-class second-grade and 72 fourth-grade readers who were classified according to the Boder system, which distinguishes among normal and three types of dyslexic readers: dysphonetic (auditory dyslexic), dyseidetic (visual dyslexic), and alexic (combined). (Author/SBH)

Theory and research on the relation of lateral dominance to the causation of reading disability are reviewed. Both direct and indirect measures of cerebral hemisphere functioning are considered. (SBH)