We sought to clarify whether the positive association between music lessons and reading ability is explained better by shared resources for processing pitch and temporal information, or by general cognitive abilities. Participants were native and nonnative speakers of English with varying levels of music training. We measured reading ability…

The ability to identify stop consonants from brief onset spectra was compared between a group of Chinese children with phonological dyslexia (the PD group, with a mean age of 10 years 4 months) and a group of chronological age-matched control children. The linguistic context, which included vowels and speakers, and durations of stop onset spectra…

Children with specific reading disability (SRD) or specific language impairment (SLI), who scored poorly on an auditory discrimination task, did up to 140 runs on the failed task. Forty-one percent of the children produced widely fluctuating scores that did not improve across runs (untrainable errant performance), 23% produced widely fluctuating…

We tested an embodied account of language proposing that comprehenders create perceptual simulations of the events they hear and read about. In Experiment 1, children (ages 7-13 years) performed a picture verification task. Each picture was preceded by a prerecorded spoken sentence describing an entity whose shape or orientation matched or…

The psycholinguistic status of lexical tones and phones is indexed via phonological and tonological awareness (PA and TA, respectively) using Thai speech. In Experiment 1 (Thai participants, alphabetic script and orthographically explicit phones/tones), PA was better than TA in children and primary school-educated adults, and TA improved to PA…

A review of the research into the possibilities of increasing the braille reading rate, including changing the ability of braille readers, changing the way in which braille characters are displayed, and changing the braille code, is presented. It is concluded that changing the perceptual ability of the braille reader is the most promising…

This study was designed to determine if anxiety in intermediate grade school children would influence their perceptual reading pattern of word phrases. Higher anxiety scores significantly limited student perceptions among 3-, 4-, and 5-word length phrases. (Author)

Reports that teachers' perceptions of children's reading ability are more closely related to how they view the children's behavior in class than to actual reading performance as measured by tests. (Author/FL)

The ability to read music accurately at sight is an extremely important, if not indispensable, qualification of both professional and amateur musicians. Sight-reading can be defined as the ability to translate musical symbols and terms into a musical performance using strict time limits. The musician must quickly perceive symbols ahead while…

Criticized is a study which compared 19 retarded and 19 advanced grade 3 readers and concluded that the presence of three or more perceptual or psycholinguistic immaturities was likely to be a critical factor in reading ability. (DB)

In a task designed to separate perceptual processes from memory, reading-disabled 12-year-olds showed no perceptual deficits as compared to their peers. However, they exhibited major deficiencies in memory skills, appearing to suffer from a basic information-processing deficiency. (Author/CS)

On the assumption that at some stage of reading it is necessary to identify individual letters rapidly and accurately, the present study focused on the use of redundancy in single-letter identification as a function of reader ability. (Author)

In a study that examined the conditions that were likely to facilitate error detection, it was hypothesized that poor readers' comprehension monitoring abilities would improve if they were given assistance in selecting the appropriate schema for understanding a passage. When the hypothesis was tested with 20 sixth grade students in an error…

Investigated was the presence of perceptual or psycholinguistic immaturities in third grade students of normal intelligence (verbal IQ of at least 90) who were advanced or retarded in reading and spelling ability. (KW)