This study compared children with either attention deficit hyperactivity disorder (ADHD) (n=24), reading disability (RD) (n=33), both (n=9), or controls. Children with ADHD were characterized by difficulty with a visual search task whereas children with RD had difficulty with an auditory processing task. Specifically, children with ADHD…

The study with 989 learning-disabled students supported the cognitive-based arithmetic problem-solving model of Dinnel et al. under continuous visual stimulus conditions but suggested a more complex neuropsychological underpinning to arithmetic performance in both visual and aural stimulus conditions. (Author/DB)

Comparison of 80 beginning first graders, half receiving phonics instruction and half receiving whole word instruction, found, for both groups, those above grade level in reading excelled in phonological recoding and application of grapheme-phoneme correspondence rules while those below grade level applied visual-orthographic knowledge more than…

This study examined event-related potentials (ERPs) to synthetic consonant-vowel syllables from 26 newborns with familial risk for dyslexia and 23 control infants participating in a longitudinal study of dyslexia. Results indicated that the cortical electric activation evoked by speech elements differed between children with and without risk for…

A forward-gating procedure employing familiar monosyllabic words was used in auditory testing of age- and gender-matched elementary students with and without learning disabilities. Results indicate auditory closure skills were comparable between disabled and nondisabled subjects, but sensory discrimination problems may contribute significantly to…

Fourteen Dutch children with dyslexia were compared with controls on automatic processing under a dual task (motor balance task and auditory choice task) model. Results indicated the dyslexic group was more impaired in the dual task condition than in the single task condition, compared with controls. Findings support the automatization deficit…

This study tested the role of visual processing speed and IQ in reading with 124 children either with or without reading disability. Results indicated that processing speed explains a significant amount of variance in reading comprehension, as does IQ. Path analyses indicated that the effect of IQ on reading is partially mediated by decoding in…

The study provides descriptive data on use of the Woodcock-Johnson Tests of Cognitive Ability with 39 adults with closed head injury. Correlational analyses indicated significant relationships between coma duration and performance on the Perceptual Speed and Memory clusters of the test. Time since injury did not correlate with test results.…

Eighty-two elementary school children with attention deficit disorder (ADD) and dyslexia made more errors than 83 normally reading children with ADD on a test of rhyme and alliteration. A subgroup of dyslexic children who were sensitive to rhyme and alliteration scored higher than other dyslexic children on a test of spatial ability. (Author/DB)

Forty-four university students, of whom 11 had learning disabilities (LD), were tested on tasks requiring multisyllabic pseudoword repetition, oral reading, memory for digits, and vocabulary. In both LD and non-LD groups, significant correlations were found between pseudoword repetition accuracy and reading, suggesting that poor readers also have…

The study compared the effectiveness of Irlen filters and traditional optometric intervention with 30 volunteers (ages 9-51). Pre- and posttesting revealed that subjects in both treatment groups were more comfortable after treatment, that only the vision therapy group showed improved visual functioning, and that the Irlen filter group did not show…

The article reviews three studies (EC 600 064-066) evaluating the effectiveness of using Irlen tinted lenses or overlays with reading-disabled persons. It is concluded that carefully designed and controlled studies do not currently lend support to the Irlen hypothesis. (DB)

The article reviews three studies (EC 600 064-066) evaluating the effectiveness of using Irlen tinted lenses with reading-disabled persons. The studies are individually critiqued, and recommendations are offered concerning the methodology of further research. Stressed is the need to determine whether a specific syndrome of scotopic sensitivity…

Four computer-animated tasks were created to analyze the underlying structure of emerging phonological awareness at 3.5 years of age and to explore factors that influence children's (n=91) performance. The children were able to master tasks demanding identification, blending, and continuation of phonological units. Analysis supported two major…

Reading-disabled children (n=92) were classified as either scotopic or nonscotopic using the Irlen Differential Perceptual Schedule. Use of either colored or clear overlays over reading material resulted in improved reading rate, accuracy, and comprehension when scotopic children read with the preferred colored overlay filter. Nonscotopic children…