No previous empirical study has investigated whether the learning disabilities (LD) identification decisions of proposed methods to operationalize processing strengths and weaknesses approaches for LD identification are associated with differential treatment response. We investigated whether the identification decisions of the…

Skill in word analysis and synthesis (WASS) and the reading approach of phonics versus whole word instruction were the test variables of achievement related to prereaders' emotions in dimensions of hyperactive/distractible, hostile/aggressive, and anxious/fearful. The two instructional approaches in reading lessons were differentially effective…

The effects of phonic blend training on word decoding were compared in two groups of 4-year-old children, one that was proficient at segmenting syllables into individual phonemes in terms of the Fox-Routh test and another group that did not have this proficiency. (BJG)

Performance on a battery of tests of vocabulary words by 72 college students was compared as a function of whether the prior instruction involved presenting material in an organized or scrambled fashion. Organizing vocabulary words during study facilitated performance in categorizing, processing for understanding, or producing a word. (SLD)