Educational neuroscience approaches have helped to elucidate the brain basis of Reading Disability (RD) and of reading intervention response; however, there is often limited translation of this knowledge to the broader scientific and educational communities. Moreover, this work is traditionally lab-based, and thus the underlying theories and…

A major question in L2 reading research is whether L2 reading is a language or a reading problem. Existing research, mainly carried out in Western contexts, demonstrates that L2 reading is influenced by L1 reading and L2 proficiency. This study applied the L2 reading theory in a non-Western context (Eritrea, East Africa) with L1 reading acquired…

One of the most frequently cited papers from the twenty-five years of the Journal of Research in Reading is "Object-naming Deficits in Developmental Dyslexia" by Maggie Snowling, Bente van Wagtendonk and Carolyn Stafford, published in 1988. Looking back at the paper some sixteen years after its publication, it is striking to note how topical some…

We measured the increase in reading speed afforded by two currently available systems of coloured overlays: the "Intuitive Overlays," which provide a choice of 30 colours, and the "Eye Level Reading Rulers," which provide a choice of 5. Forty-eight pupils from a local authority primary school who reported experiencing symptoms of visual stress…

Examines reading disabilities in fifth grade Japanese children and concludes they are as prevalent in Japan as in many Western countries, are more prevalent in males than females, occur at the same rate in urban and rural children, and are strongly associated with an inferiority of sentence memory and reasoning, but not with word discrimination…

Describes two tasks: one involving picture-word interference, the other involving a lexical decision paradigm. Indicates that poor readers use a phonological route to lexical access independent of task demand. Discusses findings using K. E. Stanovich's interactive-compensatory model of reading. (JD)

Investigates the use of speech feedback during independent word reading and its effects on the remediation of reading skills. Finds that speech feedback requests were not dependent on word difficulty. Concludes that the most promising way of giving support to the development of reading skills is to present segmented-word sound. (MG)

Concludes that poor readers are equally able to generate phonological information from nonwords as their reading age controls, and that there is no evidence to suggest that the poor readers suffer from a phonological dysfunction. (RS)

Reviews research suggesting that visual dyslexia may be treated by wearing tinted glasses. Discusses studies seeking to determine whether dyslexia is due to a visual deficit or a linguistic deficit, and maintains that more research needs to be done in this area. (MM)

Investigates whether alternating the use of the eyes has a negative effect on reading ability and on timed visual-motor tasks. Finds that the reading achievement of eye alternators is no different than for visually normal children and that alternators are no more likely to have difficulty with visual motor tasks. (PRA)

Offers evidence for four propositions that demonstrate a strong association between binocular instability and dyslexic reading difficulties. Discusses two propositions designed to prove that it is unstable binocular control that causes reading difficulties, rather than vice versa. (RS)

Compares picture span performance of developmental dyslexic teenagers to the picture span performance of both reading and chronological age match controls. Finds all three groups showed a significant phonological similarity effect but only the dyslexic group showed a significant visual similarity effect. Discusses results in terms of developmental…

Reports that an investigation into the relationship between reading difficulty and maladjustment indicated that a significantly greater number of poor readers than normal readers were antisocial. Notes that the higher incidence of maladjustment was found in those poor readers with perceptual motor problems. (FL)

Reports the findings in two dyslexic brothers each of whom showed a marked improvement in reading facility when reading print material either through a semitransparent tinted plastic sheet (overlay) or through tinted spectacle lenses. (MG)

Notes that suggestions have been made in the media that tinted lenses may provide a "cure" for developmental dyslexia, and considers how there have been many anecdotal accounts of improvements in reading following their use. Provides an overview of the research into the use of tinted lenses for the amelioration of reading difficulties. (SG)