Purpose: We aim to identify the most accurate model for predicting adolescent (Grade 9) reading difficulties (RD) in reading fluency and reading comprehension using 17 kindergarten-age variables. Three models (neural networks, linear, and mixture) were compared based on their accuracy in predicting RD. We also examined whether the same or a…

To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical…

Effective reading instruction plays an important role in improving students' outcomes in reading achievement. This paper is designed to serve as a tutorial for translating the simple view of reading model into classroom practices for improving early reading instruction. This model is used as a framework for facilitating teachers' word…

The purpose of this article is to describe research-based reading intervention within a Response-to-Intervention (RTI) model, using prevention science as a context. First, RTI is defined and a rationale is provided for its use in improving the reading performance of all students, particularly those students identified as at risk for…

This was a qualitative case study that compared data across six district-level literacy coaches' epistemological and ontological beliefs about how to teach reading. All six coaches were working as a cohort of literacy coaches on the development and implementation of a secondary reading intervention program for seventh-grade struggling readers.…

Studies are reviewed on the interactive-compensatory model of reading, which explains developmental and individual differences in the use of context to facilitate word recognition. One major implication reported is that, with context adequately instantiated, less-skilled readers utilize context to facilitate word recognitions as much, if not more,…

Discussion of conceptual and methodological aspects of reading intervention research focuses on nine specific design limitations of previous intervention research; ways to measure and analyze change as a function of development, treatment intervention and ecological influences; assumptions of individual growth models; and advantages, conditions,…

Critiques a recent article by Hynd and Hynd ("Reading Research Quarterly," 19, 1984) and questions the usefulness of invoking neurological concepts in either the definition or diagnosis of dyslexia. (HOD)

Investigates whether dyslexic and "garden variety" poor readers differ in reading-related cognitive skills. Suggests grounds for believing that dyslexia is a separate entity from garden variety poor reading. Finds support for the phonological-core variable-difference model of K. Stanovich in that both dyslexic and poor readers showed phonological…

Demonstrates theoretical and practical limitations of traditional subgroup classifications of acquired and developmental dyslexia. Suggests a process-analytic approach, a variant of a dual-route model for word processing. Demonstrates the usefulness of the approach in two cases of "auditory" dyslexics. (RS)

Acknowledges that symbol naming speed is an important correlate of reading skill. Proposes an informal model and reviews evidence for several of its links. Concludes that use of such a model may focus research questions more finely and lead to a more precise conceptualization of the basis for naming speed-reading relationships. (SG)

Reviews attempts to adequately define dyslexia with a focus on recent efforts at developing a nosology of dyslexia and discusses the neurological basis of reading and severe reading failure with an emphasis on validating evidence provided through brain-mapping procedures and postmortem studies. (HOD)

Reviews several lines of convergent research to discuss the relationship between developmental dyslexia and slow symbol naming speed. Describes the interactive development of orthographic and phonological codes, and methodological problems leading to underestimation of the importance of individual differences. Argues that an understanding of…

Even though reading is a complex process, cognitive psychologists generally agree that reading is an active thinking process. Four aspects of the interactive view of reading can help define this process: (1) readers use both what they know and information from the text to construct meaning; (2) readers elaborate what and how they read; (3) readers…

Examines how the child approaches reading and spelling in the light of the developmental sequence of phonological awareness skills, by looking at the growth of these skills from the initial formation of each skill through the early stages of their development. (RS)