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Auditory Discrimination in Depth (ADD)[R]/Lindamood Phonemic Sequencing (LiPS)[R]. What Works Clearinghouse Intervention Report
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What Works Clearinghouse, 2007
The "Auditory Discrimination in Depth (ADD) Program[R]" (currently called the "Lindamood Phonemic Sequencing (LiPS) Program[R]") is designed to teach students skills to successfully decode words and to identify individual sounds and blends in words. Initial activities engage students in discovering the lip, tongue, and mouth…
Descriptors: Grade 1, Reading Research, Phonemics, Reading Achievement
Learning Rates with Black and Colored Letters
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Goodman, Mark D.; Cundick, Bert P. – Journal of Learning Disabilities, 1976
Descriptors: Color, Elementary Education, Exceptional Child Research, Learning Disabilities
The Critical Difference: Identifying the Dyslexic.
Burgett, Russell; King, James – 1989
A study compared peripheral vision applied to letter-pair and Dolch word recognition. Subjects, 6 normal readers, 12 Chapter 1 students, and 34 learning disabled (and assumed dyslexic) students from grades one through three enrolled in a parochial school, a public school, and a university summer reading clinic, completed a test designed to…
Descriptors: Dyslexia, Learning Disabilities, Letters (Alphabet), Primary Education
Results of Teaching Reading in I.T.A. to Children with Cognitive Defects.
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Downing, John – Reading World, 1979
Suggests that the initial teaching alphabet has been demonstrated to be an effective tool in teaching reading to bilingual students and to students with reading and cognitive disabilities. (TJ)
Descriptors: Bilingual Students, Cognitive Development, Disadvantaged, Elementary Education
Analysis of Difficulties in Understanding and Applying the Alphabetic Principle
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Nieto, Jose Escoriza – Electronic Journal of Research in Educational Psychology, 2004
The aim of this study is to analyze general, conceptual problem issues in explaining specific learning disabilities in written language. Though some authors feel that a certain degree of consensus has been reached, in some specific issues there continue to be severe discrepancies about the conceptualization of learning disabilities in learning to…
Descriptors: Written Language, Learning Disabilities, Reading Processes, Reading Instruction