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| Topics in Language Disorders | 6 |
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| Downey, Doris M. | 1 |
| Ehri, Linnea C. | 1 |
| Hinton, Linette N. | 1 |
| Irwin, Judith Westphal | 1 |
| Kamhi, Alan G. | 1 |
| Miller, Lynda | 1 |
| Snyder, Lynn S. | 1 |
| Swank, Linda K. | 1 |
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| Information Analyses | 6 |
| Journal Articles | 6 |
| Guides - Non-Classroom | 1 |
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Peer reviewedKamhi, Alan G.; Hinton, Linette N. – Topics in Language Disorders, 2000
This article considers differences between good and poor spellers and concludes individual differences in spelling ability are the result of differences in the knowledge of sound-spelling information rather than differences in visual memory abilities. Poor spellers may rely more on visual strategies, but this is due to limited phonological…
Descriptors: Elementary Secondary Education, Etiology, Language Impairments, Phoneme Grapheme Correspondence
Peer reviewedSnyder, Lynn S.; Downey, Doris M. – Topics in Language Disorders, 1997
Examines the influence that oral language deficits exert on children's ability to learn to read and to develop reading skills. Discusses evidence that points to deficient phonological awareness as the variable that best discriminates children with reading delay. The effects of deficit phonological awareness are described. (Author/CR)
Descriptors: Beginning Reading, Decoding (Reading), Elementary Secondary Education, Influences
Peer reviewedSwank, Linda K. – Topics in Language Disorders, 1994
Relationships between phonological coding abilities and reading outcomes have implications for differential diagnosis of language-based reading problems. The theoretical construct of specific phonological coding ability is explained, including phonological encoding, phonological awareness and metaphonology, lexical access, working memory, and…
Descriptors: Cognitive Processes, Decoding (Reading), Elementary Secondary Education, Expressive Language
Peer reviewedEhri, Linnea C. – Topics in Language Disorders, 2000
This article discusses similarities and differences between learning to read and spell words. While the processes are closely related and correlations between reading and spelling are high, the amount of information to be drawn from memory is greater for spellers who must produce multiple letters correctly sequenced than for readers. (Contains…
Descriptors: Child Development, Elementary Secondary Education, Language Impairments, Learning Disabilities
Peer reviewedMiller, Lynda – Topics in Language Disorders, 1990
This article views literacy as a broad-based set of abilities reflecting intelligence across many competencies, including language, musical, logical, kinesthetic, intrapersonal, interpersonal, linguistic, and spatial competencies. Described is a model of language competence which allows for assessment of those language skills bearing on academic…
Descriptors: Academic Achievement, Basic Skills, Cognitive Ability, Elementary Secondary Education
Peer reviewedIrwin, Judith Westphal – Topics in Language Disorders, 1988
Linguistic cohesion involves the semantic and syntactic relationships that link sentences together. Research on linguistic cohesion is related to readability and to developmental and ability-level issues in reading/writing. Instructional strategies for low-ability readers/writers include predicting comprehension problems through cohesion analysis…
Descriptors: Child Development, Cohesion (Written Composition), Developmental Stages, Discourse Analysis
