We conducted two case studies to evaluate the effectiveness of individualized remedial reading instruction linked to direct measures of student learning and transfer. The participants were two first grade children at serious risk of reading failure. The instruction targeted decoding of one syllable short vowel words and first emphasized…

This study examined the heterogeneity within a sample of 140 urban second and third graders identified as at-risk for reading failure due to inefficient word and/or nonword reading. Cluster analyses were conducted using standardized factor scores from a four-factor structural equation model characterizing reading performance in this sample. These…

Compares the reading ability of children with dyslexic parents and/or older siblings to children with no family incidence of dyslexia. Finds that many children from dyslexic families developed reading problems by the end of second grade. Discusses implications of the results for etiological theories of dyslexia. (RS)

Evaluates children at-risk for reading failure as kindergartners and again as first graders. Suggests that lexical access ability is an important factor in reading acquisition and that different combinations of phonological processes may be related to different aspects of reading. (RS)