Although word reading has traditionally been viewed as a foundational skill for development of reading fluency and comprehension, some children demonstrate "specific" reading comprehension problems, in the context of intact word reading. The purpose of this study was to identify specific patterns of errors associated with reading…

According to the Grain Size Accommodation hypothesis (Lallier & Carreiras, 2017), learning to read in two languages differing in orthographic consistency leads to a cross-linguistic modulation of reading and spelling processes. Here, we test the prediction that bilingualism may influence the manifestations of dyslexia. We compared the deficits…

The present study explored the relationship between reading comprehension skill and morphological awareness among young Chinese readers. The objectives were to investigate whether morphological awareness is a critical cognitive and linguistic ability to differentiate poor comprehenders and good comprehenders and to further scrutinize the…

One-hundred-fourteen kindergarten through third-grade teachers from seven different schools were surveyed using "The Survey of Preparedness and Knowledge of Language Structure Related to Teaching Reading to Struggling Students." The purpose was to compare their definitions and application knowledge of language structure, phonics, and…

We examined the diagnostic accuracy and efficiency of three approaches to universal screening for reading difficulties using retrospective data from 1,307 students in Grades 3 through 5. School staff collected screening data using the Measures of Academic Progress (MAP), a curriculum-based measure (CBM), and running records (RR). The criterion…

Although children with specific reading disorder (RD) have often been compared to typically achieving children on various phonological processing tasks, to our knowledge no study so far has examined whether the structure of phonological processing applies to both groups of children alike. According to Wagner and Torgesen (1987), phonological…

The purpose of this study was to compare the results of a regression discontinuity design (RDD) with those of an experimental design of a tiered vocabulary intervention for children at risk for reading disability to determine RDD's feasibility as a research methodology for this type of study. Researchers reanalyzed an archival dataset of a…

The purpose of this study was to compare subgroups of students with various forms of learning difficulties (< 25th percentile) on cognitive and mathematics characteristics. Students with mathematics difficulty (MD, n = 105), reading difficulty (RD, n = 65), both (MDRD, n = 87), or neither (NoLD, n = 403) were evaluated on an array of cognitive…

University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a…

The present study aimed to examine the nature of the working memory and general cognitive ability deficits experienced by university students with a specific reading comprehension deficit. A total of 32 university students with poor reading comprehension but average word-reading skills and 60 age-word-matched controls with no comprehension…

The primary aim of this paper was to investigate heterogeneity in language abilities of children with a confirmed diagnosis of an ASD (N = 20) and children with typical development (TD; N = 15). Group comparisons revealed no differences between ASD and TD participants on standard clinical assessments of language ability, reading ability or…

The existence and stability of subgroups among adult dyslexic readers of a shallow orthography was explored by comparing three different cluster analyses based on previously suggested combinations of two variables. These were oral reading speed versus accuracy, word versus pseudoword reading speed, and phonological awareness versus rapid naming.…

No studies have investigated the cognitive attributes of middle school students who are adequate and inadequate responders to Tier 2 reading intervention. We compared students in Grades 6 and 7 representing groups of adequate responders (n = 77) and inadequate responders who fell below criteria in (a) comprehension (n = 54); (b) fluency (n = 45);…

In the present study of Norwegian adolescents aged 12-15 years, adolescents with reading difficulties (RD) were compared with adolescents without RD on emotional and behavioral problems. Of this group, 191 (7.8%) adolescents reported having RD at T[subscript 1]. At both time points, when compared with the non-RD group, those in the RD group had…

We trained 36 12-year-old Chinese students with reading disorders in the analysis, synthesis and integration of orthographic constituents of semantic and phonetic "bujians" (radicals); and also their writing (spelling and composing) skills. These target students were compared with 37 age-controls in a pre-test and post-test design on a…