Better understanding of the diverse reading abilities of people with dyslexia is necessary for the design of more effective learning situations, which are vital both to students with dyslexia and to their teachers. Seven individuals with dyslexia currently or formerly in higher education were interviewed about their reading experiences to learn…

It has been argued that children with dyslexia (DC) are poor at learning a foreign language (L2) and, in particular, reading foreign words. This assumption is so general that an Italian law (law 170, October, 2010) has established that DC may be completely exempted from foreign language learning and, in any case, should not be engaged in tuition…

This study followed the development of reading speed, reading accuracy, and spelling in transparent Finnish orthography in children through Grades 2, 3, and 8. We compared 2 groups of children with familial risk for dyslexia--1 group with dyslexia (Dys _FR, n = 35) and 1 group without (NoDys_FR, n = 66) in Grade 2--with a group of children without…

Japanese and Chinese share virtually identical morphographic characters invented in ancient China. Whereas modern Chinese retained the original morphographic functionality of these characters (hanzi), modern Japanese utilizes these characters (kanji) as complex syllabograms. This divergence provides a unique opportunity to systematically…

This study investigated whether children with dyslexia differed in their performance on reading, phonological, rapid naming, motor, and cerebellar-related tasks and automaticity measures compared to reading age (RA)-matched and chronological age (CA)-matched control groups. Participants were 51 children attending mainstream English elementary…

The effects of a kindergarten training program in phonological awareness with 209 Swedish-speaking children were followed up until the end of Grade 9. Initial levels of letter knowledge and phonological awareness were positively associated with the level of decoding skill in Grade 3 but not with its growth afterward. The intervention group…

Students with ASD present as unique learners with individual characteristics which may impact their reading performance, particularly related to word reading and comprehension. While a relatively new area of research in reading, students with ASD demonstrate a pattern of below average performance on standardized measures of reading achievement,…

A two-cohort cluster-randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). Connections students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in a storybook…

A two-cohort cluster randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). "Connections" students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in…

This study examined whether there are bilingual advantages in terms of phonological awareness (PA) for children acquiring two phonologically and orthographically different alphabetic languages and investigated the emergent literacy factors that explain variances in their PA, in comparison to monolingual children. The study participants comprised…

The authors examine the reading profile in children with Down syndrome by comparing the nonword decoding skills in children with Down syndrome and typically developing children matched for word recognition level. Journal articles published before 04.05.2010 were identified by using the keyword Down* cross-referenced to "reading", "literacy",…

This single case study describes the speech, phonological awareness and literacy of a 6;0-year-old girl with a cochlear implant. NG, a child with a congenital bilateral severe/profound hearing loss, received a monaural cochlear implant at the age of 3;0, three years prior to the study. Using a psycholinguistic framework to investigate her single…

This study investigated whether students with reading disabilities (RD) showed greater regression in reading skills than did non-RD students over the summer vacation. The RD group consisted of 30 students in grades 4 to 6 from a private school for students with learning disabilities and a comparison group of 30 average readers in grades 4 to 6…

The purpose of this study was to examine the relationship of specific cognitive abilities and reading comprehension across a variety of norm referenced tests that align with Cattell-Horn-Carroll (CHC) theory of cognitive abilities and integrative models of reading. Data from existing studies was analyzed by comparing the relationships of four…

Reading is a complex process involving numerous skills and abilities contributing to acquiring meaning from text. Individuals without the requisite reading skills will have difficulty not only in school but throughout their lifetimes. The purpose of the study was to compare the reading ability of incoming college freshmen with that of adults with…