Reading development involves several changes in orthographic processing. A key question is, "how does the coding of letters develops in children learning to read?" Masked priming effects of transposition and substitution primes have been taken to index the importance of letter position and identity coding. Somewhat contradicting results…

The purpose of this phenomenological case study is to explore the reading attitudes and decision-making skills of college freshmen enrolled in remedial language arts courses. The theoretical framework guiding this study is qualitative phenomenology explained by Baxter and Jack (2008). This specific type of research "provides tools for…

The purpose of this article is to provide the reader with insight into the clinical reasoning process involved in the assessment and intervention planning for a child with a reading disability. A Cattell-Horn-Carroll (CHC) theoretical/neuropsychological approach shall serve as the foundational theoretical framework for this case study, and…

We describe a multiple-route model of reading development in which coarse-grained orthographic processing plays a key role in optimizing access to semantics via whole-word orthographic representations. This forms part of the direct orthographic route that gradually replaces phonological recoding during the initial phases of reading acquisition.…

Progress monitoring is a method of keeping track of children's academic development. Progress monitoring requires frequent data collection (i.e., weekly) with technically adequate measures, interpretation of the data at regular intervals, and changes to instruction based on the interpretation of child progress. This report presents two cases that…

This study employs a program evaluation method to collect intervention effectiveness data for a special education program designed to serve mildly handicapped students with reading difficulties. The potential contributions of effectiveness data to decision making are discussed within the context of a classification model. (Author/LMO)

A framework is presented for applying error analysis of oral reading to decisions about placement and instruction. The focus is on assessment practices that rely on the stimulus material of daily instruction and that facilitate decision making on both what and how to teach reading. A case study illustrates application of the procedure. (JDD)

The purpose of this article is to provide the reader with a conceptual understanding of the key elements in a three tiered Response to Intervention (RTI) model. The three tiered model is discussed in terms of how it would be applied in implementing an intervention program to promote the development of reading. The characteristics of interventions,…