Purpose: The aim of this study was to determine when, why, and how the presence of a word's written form during instruction aids vocabulary learning (a process known as "orthographic facilitation"). Method: A systematic review of the research on orthographic facilitation was carried out. PsycInfo, Web of Science, ProQuest, and OpenGrey…

Direct relationships between induced mutation in the "DCDC2" candidate dyslexia susceptibility gene in mice and changes in behavioral measures of visual spatial learning have been reported. We were interested in determining whether performance on a visual-spatial learning and memory task could be translated across species (study 1) and…

The present study examined whether temporal processing (TP) is associated with reading of a non-alphabetic script, that is, Chinese. A total of 126 primary school-aged Chinese children from Taiwan (63 children with dyslexia) completed cross-modal, visual, and auditory temporal order judgment tasks and measures of Chinese reading and…

Deep dyslexia is a written language disorder characterized by poor reading of non-words, and advantage for concrete over abstract words with production of semantic, visual and morphological errors. In this single case study of an Arabic patient with input deep dyslexia, we investigated the impact of graphic features of Arabic on manifestations of…

In two studies dissociations between reading and spelling skills were examined. Study 1 reports equally high prevalence rates for isolated deficits in reading (7%) or spelling (6%) in a representative sample (N = 2,029) of German-speaking elementary school children. In Study 2, children with isolated deficits were presented with the same words to…

Research on visual and phonological coding in reading words for meaning is reviewed, and two studies are described that examined the word processing of skilled and less skilled elementary school readers. Findings revealed support for previous studies stressing the importance of the automatic nature of reading skills. (CL)

Among the study's results were that there is a significant relationship between reading and lipreading ability, and although good readers may be either good or poor lipreaders, poor readers are more likely to be poor than good lipreaders. (Author/CL)

A study involving 119 fifth graders indicated that the "Durrell Visual Memory of Words: Intermediate" measures auditory-visual integration rather than being a pure measure of visual memory, as is purported. (CL)

This study examined whether children with mathematical difficulties (MDs) or comorbid mathematical and reading difficulties have a working memory deficit and whether the hypothesized working memory deficit includes the whole working memory system or only specific components. In the study, 31 10-year-olds with MDs and 37 10-year-olds with both…

Three case histories illustrate the efficacy of a treatment program which included both visual training and the improvement of reading efficiency. The three students showed significant improvement in visual functioning and reading efficiency as measured by eye-movement recordings after a relatively brief period of training. (Author)

Male and female retarded readers (N=80) at two age levels (6.5 to 8.5 years and 10.5 to 12.5 years) did not differ significantly on a number of perceptual, visual-motor, linguistic, and concept formation abilities. (Author)

The current research examined performance of good and poor readers of Thai on two tasks that assess sensitivity to dynamic visual displays. Readers of Thai, a complex alphabetic script that nonetheless has a regular orthography, were chosen in order to contrast patterns of performance with readers of Korean Hangul (a similarly regular language but…

Results of perceptual tests administered to 50 retarded readers and 50 average readers in third grade indicated a significant difference between the two groups on visual sequential memory for letters. (CL)

Examines the effects of different types of computer-assisted phonemic segmentation training on phonemic segmentation, reading, and spelling of children with learning disabilities. Finds that phonemic segmentation training using visual support has no advantage over auditory training alone. Suggests that preschoolers and children with reading and…

Letter pairs that could not be distinguished by learning disabled children were presented using an acquisition-reversal learning paradigm. Relevant external stimuli facilitated discrimination; in reversal, the cues were irrelevant. This technique facilitated learning, as well as retention four days later. (Attentional deficits are discussed). (GDC)