Currently students who struggle with language and literacy learning are classified with various labels in different states--language learning disabilities, dyslexia, specific language impairment, and specific learning disability--in spite of having similar diagnostic profiles. Drawing on the research on comprehension of written language, we…

Argues that reading, like speaking and writing, is an active language process in which readers display their sophistication as functional psychlinguists. While it is difficult to understand these active, underlying processes, authors advocate the use of oral reading as a data base. Presents a typology of miscues and demonstrates how they provide…

Research conducted since the early 1970s has provided important insights into how written language develops and how teachers can best foster that growth. One of these promotes the holistic approach to language instruction--to nurture the emergent speller is to nurture the emergent reader, writer, speaker, listener, and thinker. Another important…

This study examined the psycholinguistic implications of using either of two different types of orthography--syllabic and roman--in Native language programs for Cree children with regard to readability, learnability, and the transfer of reading skills to and from reading in an official language (English or French). This study can also be applied…