The dominant error types were investigated as a function of phonological processing (PP) deficit severity in four groups of impaired readers. For this aim, an error analysis paradigm distinguishing between four error types was used. The findings revealed that the different types of impaired readers were characterized by differing predominant error…

Contrasts the Initial Teaching Alphabet (ITA) with traditional orthography in classes for slow readers at the junior high school level. Reports that students using the ITA demonstrated statistically superior reading gains. (HOD)