Background: Children with speech sound disorder (SSD) are at increased risk of reading difficulties due to poor phonological processing skills. However, the extent to which children with SSD demonstrate weaknesses on specific or all phonological processing tasks is not well understood. Aims: To examine the phonological processing abilities of a…

The present study examined the verbal learning performance and the semantic organization used by Greek reading-disabled readers as compared to a control group using a list-learning task. The sample consisted of 45 elementary school children with reading difficulties and 45 comparison children matched for age and gender. Tests of reading ability,…

The authors of this current study compared the memory performance of adolescent students with specific reading disabilities (RD) with that of typical adolescent readers on a newly developed verbal learning test, the "Bergen-Tucson Verbal Learning Test" (BTVLT). This multiple trial test was designed to measure memory acquisition,…

We investigate the effects of age-related factors and formal instruction on the development of reading-related skills in children aged 4 and 7 years. Age effects were determined by comparing two groups of children at the onset of formal schooling; one aged 7 (later-schooled) and one aged 4 (earlier-schooled). Schooling effects were measured by…

For identifying children with four major kinds of verbal learning disabilities viz. reading disability, speech and language comprehension disability, writing disability and mathematics disability, the present task was undertaken to construct and standardize verbal learning disabilities checklist. This checklist was developed by keeping in view the…

In two studies dissociations between reading and spelling skills were examined. Study 1 reports equally high prevalence rates for isolated deficits in reading (7%) or spelling (6%) in a representative sample (N = 2,029) of German-speaking elementary school children. In Study 2, children with isolated deficits were presented with the same words to…

There is reliable evidence that new vocabulary is primarily acquired through wide independent reading. However, struggling readers tend to avoid reading, resulting in limited word encounters and inadequate vocabulary growth, and they often have difficulties inferring the meanings of new words from context. While there are no clear solutions to the…

Papers by Morrison, Siegel and Ryan, and Stanovich are critically reviewed with comments on both theoretical and empirical issues associated with alternative explanations of word decoding deficiencies in poor readers. Similarities and differences in theoretical perspectives are noted, but convergence in definition of problem areas and research…

Two groups of children (ages 8 and 12) with reading disabilities and verbal deficits were given a memory-for-colors task designed to evaluate intra- and intermodal serial memory functioning. Results suggest developmental differences in relative influence of specific modalities in immediate memory functions, but emphasize intramodal verbal factors…

Evaluation of simultaneous and successive information processing skills, language and reading processes, and reading achievement of 105 reading disabled children (ages 7 to 15 years) indicated that subjects tended to employ simultaneous processing in reading tasks normally requiring successive processing. (Author/DB)

The article examines the subgroup (15-20 percent) of learning disabled children who have problems with immediate verbatim recall of sequences of verbal information. Processing inefficiency in coding phonological language features leads to academic deficiencies in fluent word identification and word analysis skills. (Author/DB)

This case study of a 30-year-old woman with a developmental learning disability (including anomia, auditory processing problems, difficulty in learning reading and spelling skills, and a poor sense of number) suggests that all these impairments may be explained in terms of a sequential processing deficit. (Author/DB)

THE ABILITY OF SECOND GRADERS TO PRODUCE TACHISTOSCOPICALLY PRESENTED LETTER SEQUENCES AND DISCRIMINATE AND VOCALLY REPRODUCE AUDITORILY PRESENTED WORDS WAS STUDIED IN THREE EXPERIMENTS. THE READING DISABILITY GROUP WAS FOUND TO BE SIGNIFICANTLY AND CONSISTENTLY INFERIOR TO THE CONTROL GROUP IN REPRODUCING THE VISUALLY PRESENTED LETTER SEQUENCES…

Wide Range Achievement Test arithmetic scores related to Wechsler Intelligence Scale for Children-Revised freedom from distractibility and perceptual organization scores as well as simultaneous processing. Educable mentally retarded childrens' reading problems may relate to failure to apply verbal intellectual abilities to academic tasks. (Author)

Fourteen teenage or young adult males disabled in print acquisition were studied to determine their patterns of verbal and spatial processing. It was found that, at retest a mean of 5.4 years later, the Similarities score significantly increased while the Vocabulary scores and Acquired Knowledge category actually decreased. (Author/DB)