This article reports the evaluation of a 10-week phonologically-based literacy programme involving 10 children with Down syndrome (DS). At the outset, each child relied on a whole word method of reading with no apparent use of decoding strategies. The reading and phonological skills of the children were assessed twice prior to undertaking the…

This research review looks at whether learning to read is different for children and adults and the emphases of top-down, bottom-up, and connectionist views of skilled reading. Concludes that phonological awareness is an important part of skilled reading. (SK)

Reports on two experiments that explore the comprehension difficulties of children with normal word recognition ability. Concludes that skilled readers engage in more constructive processing and that comprehension difficulties are not the result of a defective working memory. (SRT)

This study investigated cross-language and writing system relationship in biliteracy acquisition of children learning to read two different writing systems--Chinese and English. Forty-six Mandarin-speaking children were tested for their first language (Chinese-L1) and second language (English-L2) reading skills. Comparable experiments in Chinese…