In this research, we examined the responsiveness to treatment in 49 Italian children with Dyslexia. In part A, we compare the efficacy of a phonological-based treatment (Ph-T) with a cognitive training of executive functions (CT). In part B, we investigate whether a sequential treatment (CT+Ph-T) has a larger remedial effect compared to the pure…

This longitudinal study examined whether the implementation of a Spanish-English paired literacy approach provides an academic advantage to emerging bilingual students over a sequential literacy approach. The study employed a quasi-experimental design. It compared the biliteracy outcomes of third-grade emerging bilingual learners participating in…

The commonly-used instructional sequence in which children read material silently and then read it orally is simply not effective. The arguments presented by E.A. Betts in 1957 for silent before oral reading can be countered point by point. Studies that have compared various reading conditions have had serious limitations and have failed to show…

THIS STUDY EVALUATED THE EFFECTS OF A BASAL READER PROGRAM, A MODIFIED LINGUISTIC APPROACH, AND A LINGUISTIC READER PROGRAM AS MEASURED BY THE READING ACHIEVEMENT OF 469 CHILDREN IN 21 CLASSES AT THE END OF FIRST GRADE. ACHIEVEMENT COMPARIONS WERE ALSO MADE ON THE BASES OF (1) SEX, (2) INTELLIGENCE, AND (3) RELATIONSHIPS BETWEEN READING READINESS…