Reviews computer tomography and magnetic resonance imaging studies examining deviations in brain morphology. Discusses methodological and technical issues. Concludes that dyslexics show variations in specific brain regions. Suggests that neuroimaging procedures appear to provide direct evidence supporting the importance of deviations in normal…

Reviews research toward defining the neuropathological mechanisms responsible for developmental dysphasia. Hypothesizes that higher level auditory processing dysfunction may result from more basic temporal processing deficits which interfere with resolution of brief duration stimuli. Suggests two alternative hypotheses regarding the…

Finds that the subject's overall reading and spelling levels rose significantly but that the qualitative nature of the performance remained unchanged. Finds no evidence of mastery of the alphabetic "stage" of reading or spelling. Suggests that current reading models do not adequately account for individual variations in the acquisition…

Reports the case of a 16-year-old English/Japanese bilingual boy, with reading and writing difficulties confined to English. Presents the hypothesis of granularity and transparency, postulating that any language where orthography-to-phonology mapping is transparent/opaque, or any language whose orthographic unit representing sound is coarse should…

This article reviews evidence for seven central questions about the role of naming-speed deficits in developmental reading disabilities. Cross-sectional, longitudinal, and cross-linguistic research on naming-speed processes, timing processes, and reading is presented. An evolving model of visual naming illustrates areas of difference and areas of…

The saccadic eye movements, generated during a visual oddball task, were compared for 10 autistic children, 10 children with attention deficit hyperactivity disorder, 10 dyslexic children, and 10 typically developing children. Several abnormal patterns of saccades were found in the autistic group. (DB)

This review essay of the book, "Developmental Dyslexia: Neural, Cognitive and Genetic Mechanisms," edited by Christopher H. Chase and others, describes the book's review of the research literature in these three fields and its efforts to integrate the divergent research strands. The book is recommended to researchers in dyslexia, clinicians, and…

This article reviews recent evidence supporting a biological basis for developmental dyslexia. It concludes that the combined evidence demonstrating macroscopic morphologic, microscopic neuronal, and microstructural white matter abnormalities in dyslexia is consistent with a localization of the principle pathophysicological process to perisylvian…

Notes that suggestions have been made in the media that tinted lenses may provide a "cure" for developmental dyslexia, and considers how there have been many anecdotal accounts of improvements in reading following their use. Provides an overview of the research into the use of tinted lenses for the amelioration of reading difficulties. (SG)

Studied the effects of training in morphological awareness for 33 dyslexic students in grades 4 and 5. During training the experimental group gained significantly more than a comparison group of 27 students on 1 of 3 measures of morphological awareness, but both groups made equal gains in phonological awareness, phoneme discrimination, and picture…

Reports the effects of a highly structured individually administered remedial teaching program for children with reading difficulties. Argues that the reading accuracy and phonological awareness results are in keeping with the phonological-core variable-difference model of reading disability. Finds no obvious benefit in using IQ to select children…

Compares a sample of prison inmates with the norms obtained for large samples of 12-year-old students on tests measuring word decoding skills, reading, and spelling abilities. Shows that most of the inmates performed better or at the same level as 12-year-old students on all tasks measuring reading, spelling, and word decoding skills. (SC)

The auditory word gating paradigm was used to examine the quality of the underlying phonological representations in dyslexic and average readers. Although dyslexic children showed age-related nonword and rapid naming deficits, they did not differ from the age-matched controls in the amount of acoustic-phonetic input required to identify sets of…

This study examined differences between two subgroups of third grade dyslexics (n=72), either phonological dyslexics (lower phoneme awareness and expressive language) or delayed dyslexics (slower at processing printed words and letters but not at rapid automatic naming). Re-testing in fourth grade revealed that this classification produced…

Considers an unexpected and remarkable preference for second language reading among some dyslexics that has been noted, presenting a challenge to accepted theory on dyslexia and the capacity for second language learning. Shows that two dyslexic groups differed significantly in the degree to which task performance, including reading efficiency, was…