The self-esteem of 15 eight- to ten-year-old children with dyslexia was compared to a matched control group of normal or above average readers. Relationships were examined among the following six constructs: good at reading, kind, hard working, intelligent, happy, and successful. (PHR)

Separation thresholds for groups of 26 dyslexic and normal children attending the first year of secondary school were obtained with pairs of identically-oriented and spatially-overlapping straight lines presented at orientations varying from zero to 90 degrees. (Editor)

Reported is the case study of a boy with severe auditory dyslexia who received remedial treatment from the age of four and progressed through courses at a technical college and a 3-year apprenticeship course in mechanics by the age of eighteen. (IM)

Examined imitation and pantomime abilities in 17 high-functioning adolescents with autism and in 15 comparison subjects with dyslexia or other learning disorders, matched on chronological age and verbal IQ. Found no support for the symbolic deficit hypothesis; meaning aided, rather than hindered, the performance of the group with autism. (MDM)

Examines whether risk to offspring of developing reading disorders (RD) was dependent on the parents' successful or unsuccessful compensation for their own childhood reading problems. Analyzes two large family data sets. Shows that having at least one still-affected parent put the offspring at a higher risk for RD than having at least one…

Administered phonological awareness and phoneme identification tasks to dyslexic children and chronological age (CA) and reading-level (RL) comparison groups. Found no real differences in categorical perception between dyslexic and RL groups; however, more dyslexics (7 of 25) had abnormal identification functions. Results suggest that some…

"Sine-wave speech" sentences contain only four frequency-modulated sine waves, lacking many acoustic cues present in natural speech. Adults with (n=19) and without (n=14) dyslexia were asked to reproduce orally sine-wave utterances in successive trials. Results suggest comprehension of sine-wave sentences is impaired in some adults with…

Discusses empirical evidence supporting the idea that both skilled reading and learning to read capitalize on underlying phonological representations. Explains that phonological dyslexia is related to some anomaly in speech perception capabilities, making it difficult to both develop efficient conscious segmentation abilities and…

Discusses the case of "AS," an English-Japanese bilingual man with monolingual phonological dyslexia in English. Presents a follow-up study that demonstrates that AS is truly a phonological dyslexic in English, and that a phonological deficit is still a good diagnostic indicator for identifying developmental phonological dyslexia in…

Reviews genetic influences on learning disabilities, discussing recent advances in molecular genetics that have made linkage analysis a more powerful tool for studying the genetics of behavioral phenotypes. Also examines what is known about genetic influences in two familial disorders, developmental dyslexia and Tourette syndrome. (Author/NB)

Data from a 10-year study involving over 1,000 dyslexics, age 7-15, went into the development of the Alphabetic Phonics curriculum. One aspect of the curriculum, the Syllable Division Formulas, is described. It emphasizes scientific, automatic, multisensory procedures for dividing longer words into easily read syllables. (Author/JDD)

In response to a previous paper (EC 212 858) regarding the neurodevelopmental evidence for the basis of dyslexia, this paper offers corroborating evidence of neurological difference in dyslexic persons and stresses the need for more research on brain mechanisms in disorders of reading. (DB)

This article presents an operational, inclusionary definition of dyslexia constructed by the Orton Dyslexia Society Research Committee and others. Each clause of the definition is explained in terms of relevant research findings. The definition attempts to identify unique factors of reading disability, independent of its common association with…

Offers evidence for four propositions that demonstrate a strong association between binocular instability and dyslexic reading difficulties. Discusses two propositions designed to prove that it is unstable binocular control that causes reading difficulties, rather than vice versa. (RS)

Discusses studies of dyslexia in German- and English-speaking children. Argues that deficits in phoneme awareness are only evident in the early stages of reading acquisition, whereas rapid naming and phonological memory deficits are more persistent in dyslexic children. (Author/VWL)