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Karanth, Prathibha – Reading and Writing: An Interdisciplinary Journal, 1992
Describes two cases of developmental dyslexia in whom learning to read English as compared to Kannada and Hindi (two Indian scripts) were differentially affected. Discusses implications for the understanding of reading acquisition and models of reading. (RS)
Descriptors: Adults, Bilingualism, Case Studies, Dyslexia
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Leong, Che Kan – Reading and Writing: An Interdisciplinary Journal, 1992
Reports on the second phase of a two-phase, two cohort componential analysis of reading. Finds a good fit for the grade four data, a reasonable fit for grade five, and a less unambiguous fit for grade six. Finds results are generally confirmed with the simultaneous structural analyses of phase one and phase two multisamples. (RS)
Descriptors: Componential Analysis, Intermediate Grades, Longitudinal Studies, Models
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Foorman, Barbara R.; And Others – Reading and Writing: An Interdisciplinary Journal, 1993
Examines students' skills in segmenting, reading, and spelling 50 words with regular and exceptional spelling patterns. Interprets results to support a computational notion of phonology as a prerequisite to reading and spelling, with a more reflective notion explaining the reciprocal relationship between reading and segmentation of consonant…
Descriptors: Models, Phonology, Primary Education, Reading Achievement
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Pinheiro, Angela Maria Vieira – Reading and Writing: An Interdisciplinary Journal, 1995
Describes the development of reading and spelling procedures in Portuguese-speaking children from first to fourth grade and discusses whether existing developmental models may account for this development. Finds that results contradict U. Frith's strictly sequential theory but not P. Seymour's model, which allows for concurrent development of…
Descriptors: Developmental Stages, Elementary Education, Longitudinal Studies, Models
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Peressotti, Francesca; Job, Remo – Reading and Writing: An Interdisciplinary Journal, 2003
Notes that, according to dual-route models of reading, consistency effects in pseudoword reading are evidence for the activation of lexical information. Investigates whether lexical interference has a semantic or non-semantic origin. Provides evidence for the existence of a lexical non-semantic pathway in reading aloud among a group of Italian…
Descriptors: Foreign Countries, Higher Education, Italian, Models
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Hulme, Charles; And Others – Reading and Writing: An Interdisciplinary Journal, 1991
Considers the prospects and need for a psychologically plausible connectionist model of the development of word recognition skills. Emphasizes the importance of phonological skills as precursors and facilitators of learning to read. Argues that it may be possible to develop a connectionist model which will be more consistent with evidence from…
Descriptors: Beginning Reading, Elementary Education, Models, Reading Research
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Cutting, Laurie E.; Denckla, Martha Bridge – Reading and Writing: An Interdisciplinary Journal, 2001
Investigates the relationship of rapid serial naming (RSN) and other variables thought to contribute to beginning word reading (phonological awareness, orthographic knowledge, memory span, processing speed, and articulation). Explores a preliminary/exploratory model of word reading. Indicates that no variable in the model could fully…
Descriptors: Articulation (Speech), Beginning Reading, Cognitive Processes, Models
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Badian, Nathlie A. – Reading and Writing: An Interdisciplinary Journal, 1994
Investigates whether dyslexic and "garden variety" poor readers differ in reading-related cognitive skills. Suggests grounds for believing that dyslexia is a separate entity from garden variety poor reading. Finds support for the phonological-core variable-difference model of K. Stanovich in that both dyslexic and poor readers showed phonological…
Descriptors: Dyslexia, Elementary Education, Models, Reading Achievement
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Hoien, Torleiv; Leegaard, Ole Fevejle – Reading and Writing: An Interdisciplinary Journal, 1991
Demonstrates theoretical and practical limitations of traditional subgroup classifications of acquired and developmental dyslexia. Suggests a process-analytic approach, a variant of a dual-route model for word processing. Demonstrates the usefulness of the approach in two cases of "auditory" dyslexics. (RS)
Descriptors: Case Studies, Decoding (Reading), Dyslexia, Elementary Education
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Bowers, Patricia G.; Newby-Clark, Elissa – Reading and Writing: An Interdisciplinary Journal, 2002
Acknowledges that symbol naming speed is an important correlate of reading skill. Proposes an informal model and reviews evidence for several of its links. Concludes that use of such a model may focus research questions more finely and lead to a more precise conceptualization of the basis for naming speed-reading relationships. (SG)
Descriptors: Elementary Education, Models, Reading Difficulties, Reading Instruction
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Bowers, Patricia Greig; Wolf, Maryanne – Reading and Writing: An Interdisciplinary Journal, 1993
Reviews several lines of convergent research to discuss the relationship between developmental dyslexia and slow symbol naming speed. Describes the interactive development of orthographic and phonological codes, and methodological problems leading to underestimation of the importance of individual differences. Argues that an understanding of…
Descriptors: Adults, Dyslexia, Elementary Education, Individual Differences
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Sprenger-Charolles, Liliane; Casalis, Severine – Reading and Writing: An Interdisciplinary Journal, 1995
Investigates the development of reading and spelling skills in French. Finds that, in first graders, the role of phonological mediation was confirmed and that a complexity effect for spelling but not reading was observed. Discusses findings in light of U. Frith's, J. Morton's, and P. Seymour's models. (PA)
Descriptors: Error Analysis (Language), French, Grade 1, Longitudinal Studies
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Defior, Sylvia; And Others – Reading and Writing: An Interdisciplinary Journal, 1996
Examines effects of several lexical and sublexical variables (lexical category and frequency, syllabic structure, word length) in reading acquisition in a transparent language--Spanish. Compares effects of variables in 140 normal and poor young readers. Finds that all variables produced a significant effect on the number of errors made by the…
Descriptors: Comparative Analysis, Decoding (Reading), Elementary Education, Error Analysis (Language)