The purposes of this study were to (a) describe the extent to which motivational practices are incorporated in foundational reading interventions for students with or at risk for dyslexia in kindergarten through Grade 5 (K-5) and (b) explore whether the presence and type of motivational practices (i.e., supports vs. strategies) within foundational…

The purpose of this study was to explore the spelling knowledge and skills of elementary school children with and without dyslexia who speak Dutch, a language with a relatively transparent orthography. Children in Grades 2-6 completed real and pseudoword spelling dictation tasks. Spelling performance was compared in 218 children with (n = 55) and…

Is dyslexia in Chinese for Chinese-English bilinguals associated with difficulties in reading English, given differences in L1 and L2 orthographies? Among 11 Hong Kong Chinese adolescents with dyslexia, who were diagnosed by professional psychologists using the diagnostic criteria set out in a standardized test, and 14 adolescents without…

It had been hypothesized that, in developmental dyslexia (DD), an implicit learning deficit explains children's problems in encoding the phoneme-grapheme correspondences underlying the writing system and thus the development of spelling skills. The present study tested the efficacy of an intervention to facilitate implicit learning of…

Dyslexia and attention-deficit/hyperactivity disorder (ADHD) are 2 of the most prevalent complex neurodevelopmental disorders of childhood, each affecting approximately 5% of the population in the United States. These disorders are also each comorbid with speech sound disorder and language impairment. Understanding the nature of the comorbidity…

Japan has been considered dyslexia-free because of the nature of the orthography, which consists of the visually simple kana syllabary and some thousands of visually complex, logographic kanji characters. It is true that few children struggle with learning kana, which provide consistent mappings between symbols and their pronunciation. Indeed,…

Purpose: On the basis of Baddeley's working memory model (1986), we examined working memory functioning in children with learning disorders with and without specific language impairment (SLI). We pursued the question whether children with learning disorders exhibit similar working memory deficits as children with additional SLI. Method: In…

The relation of morphological awareness to reading and spelling skills of dyslexic children and English language learners (ELL) is investigated. The lack of reading and spelling skills is found to be significantly correlated to insensitivity to derivational morphology.

The conversational timing patterns of three year old children who were at a high familial risk for dyslexia were examined in the course of their interaction with adults. Findings indicated that previously documented differences in speech timing surface as subtle differences in spontaneous child-adult conversation as early as three years of age.

The double-deficit hypothesis (DDH) of developmental dyslexia was investigated in seven to twelve year old Spanish children. It was observed that the double deficit (DD) group had the greatest difficulty with reading.

This article argues that word finding problems of children with dyslexia reflect deficits that underlie both naming and reading problems. Research on the co-occurrence of reading and word finding problems is reviewed, and a four-phase research program is reported. Findings focus on the causal relationship between naming speed deficits and reading…

This article starts by examining the background to dyslexia support within the context of the National Literacy Strategy in the United Kingdom. It then critically discusses some of the perceived shortcomings of current support for children with dyslexia, and how this has led to the development of a "dyslexia friendly" schools movement in…

Research findings from autopsy studies, neuroimaging, functional imaging, and electrophysiological measures specific to dyslexia have provided a better understanding of the reading process, particularly as it applies to individuals with dyslexia. Evidence from these studies pertaining to the neurological origins of dyslexia is reviewed, and…

A review of the Decoding Skills Test, used to identify first- through fifth-graders with developmental dyslexia and to provide a profile of decoding skills for researchers of dyslexia, concludes that the test is useful for examining decoding competencies and evaluating the skill deficiencies of students known to have difficulty reading. (CB)

This article provides a brief overview of the various areas of research that have served to clarify the condition of dyslexia. Using topics and content appearing in A. L. Benton and D. Pearl's (1978) text, Dyslexia: An Appraisal of Current Knowledge, as the point of departure, evolution of the definitions of dyslexia is traced to the current and…