Shows that the ability to impose a distinct and exact meaning on what is seen underlies the skills involved in reading; notes the importance of training in perception combined with a clear sense of the purpose of reading. (GT)

This study of 281 individuals (ages 6 to adult) with reading difficulties who received 80 hours of intensive instruction in the Auditory Discrimination in Depth Program found that subjects exhibited significant gains on measures of phonological awareness, sound/symbol connections, word identification, spelling, and decoding in context. (Author/JDD)

The purpose of this study was to judge the viability of an operational approach aimed at assessing response styles in reading using the hypothesis of sensory hierarchical organization. A sample of 103 middle-class children from a New York City public school, between the ages of five and seven, took part in a three phase experiment. Phase one…

A study tested the effects of activity-based phonological instruction (rhyming, blending, segmenting) on the phonological skill development and reading and writing outcomes of kindergarten children, 31 with and 57 without disabilities, and 19 children repeating kindergarten in regular and self-contained classes in a large urban school district.…