Describes a study in which 20 reading-disabled children, ages 7-10, were compared with 20 nondisabled readers in the same age range as to their ability to interpret complex sentences. Results showed that the nondisabled readers performed at higher levels of grammatical development than did the reading-impaired children. (SED)

The hypothesis investigated is that children with a reading disability understand and use sound-spelling correspondence rules less frequently in spelling than children with other learning disabilities (arithmetic disability) and normally achieving children. Results showed that subtypes of learning-disabled children use spelling strategies that are…

Reports results from a detailed syntactic analysis of spoken language samples collected from poor and good readers at eight years of age. Results showed an undeniably strong association between reduced language comprehension and reading impairment at age eight, an association that appeared to strengthen by age nine. (SED)

Examines differences in language ability between normally achieving students and learning-disabled students with reading comprehension problems. Poor comprehending students differed from normal achievers for all language measures and in the manner that reader- and text-related variables predicted comprehension. Results supported the positive role…