A growing body of evidence suggests that children with dyslexia in alphabetic languages exhibit visual-spatial attention deficits that can obstruct reading acquisition by impairing their phonological decoding skills. However, it remains an open question whether these visual-spatial attention deficits are present in children with dyslexia in…

A wide share of secondary school children does not reach the expected competence level in reading. These children could benefit from more efficient intervention responses, providing a better understanding of their cognitive weaknesses/deficits. Our aim was to explore the cognitive heterogeneity of a population of poor readers identified from a…

Fluency is used as an indicator of reading proficiency. Many students with reading disabilities are unable to benefit from typical interventions. This study is designed to replicate Lorusso, Facoetti, Paganoni, Pezzani, and Molteni's (2006) work using FlashWord, a computer program that tachistoscopically presents words in the right or left visual…

Naming speed (NS) refers to how quickly and accurately participants name a set of familiar stimuli (e.g., letters). NS is an established predictor of reading ability, but controversy remains over why it is related to reading. We used three techniques (stimulus manipulations to emphasize phonological and/or visual aspects, decomposition of NS times…

A relationship between motor and mathematical skills has been shown by previous research. However, the question of whether subtypes can be differentiated within developmental coordination disorder (DCD) and/or mathematical learning disability (MLD) remains unresolved. In a sample of children with and without DCD and/or MLD, a data-driven…

This study investigated how gifted children with dyslexia might be able to mask literacy problems and the role of possible compensatory mechanisms. The sample consisted of 121 Dutch primary school children that were divided over four groups (typically developing [TD] children, children with dyslexia, gifted children, gifted children with…

Lervag and Hulme’s neuro-developmental theory and Wolf and Bowers’s double-deficit hypothesis were examined in this longitudinal study. A total of 130 children were tested in preschool and followed through fifth grade, when 84 remained in the study. During preschool and kindergarten the participants were given tests of end-sound discrimination…

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 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…

Standardized sensory, perceptual, linguistic, intellectual, and cognitive tests were administered to 470 entering first graders. Factor analysis found four factors, which were reading related skills, visual cognition, verbal cognition, and speech processing. Cluster analysis identified nine profiles. The strongest predictors of later reading and…