Discusses frequently overlooked faults in the research methodology used to investigate dyslexia and suggests alternative methods for future work. (AA)

Extends and comments upon Valtin's criticisms and suggestions concerning methodological problems in research on dyslexia. (AA)

A review of the Decoding Skills Test, used to identify first- through fifth-graders with developmental dyslexia and to provide a profile of decoding skills for researchers of dyslexia, concludes that the test is useful for examining decoding competencies and evaluating the skill deficiencies of students known to have difficulty reading. (CB)

Argues that children may have difficulty in learning to read because the print in their books is designed to be looked at rather than read, or because theories about a need for uniformity and simplicity result in letter shapes that are hard to distinguish or to remember. (RS)

Examines 9- to 11-year-old dyslexic children's object naming problems and concludes that they are subject to verbal naming difficulties which cannot be accounted for by generally low levels of vocabulary knowledge. Attributes these difficulties to lexical-phonological representation of spoken words they know. (RS)

Four teachers discuss using the word processor to (1) teach writing, (2) help students with dyslexia, and (3) access an information retrieval service for research papers, as well as for other classroom purposes. (EL)

The reading levels of 43 children (ages 7-16) with either genetic dyslexia, right-hemisphere lesions/dysfunction, or left-hemisphere lesions/dysfunction were retrospectively compared. In addition to the genetic dyslexics, 50 percent of left-hemisphere and one third of right-hemisphere impaired boys were disabled readers; but all but one girl were…

Describes characteristics of dyslexics and contributions to understanding their special needs provided by Orton's research. Insights into needs of adult dyslexics based on classroom experiences are summarized, their implications for librarians are suggested, and provision of special training for tutors in Dane County (Wisconsin) public library…

Reviews studies dealing with dyslexia, reading development, and reading materials and interests. (DF)

Two studies involved 21 reading disabled elementary students grouped as either dysphonetics (characterized by nonphonetic spelling errors) or dyseidetic readers (characterized by spelling words according to sound rather than appearance). Cognitive strategy differences were noted in visual sequential memory. Findings emphasized the importance of an…

Discusses several ways computers, software, and peripheral equipment may aid in teaching dyslexic children to read, i.e., using voice synthesizers and speech software; employing human readers to translate what's on the screen; utilizing word processing functions; using microcomputers to control tape recorders; and utilizing "creativity…

Outlines the problems of students with dyslexia and the history of the recognition of the problem. Includes a detailed list of symptoms that may indicate dyslexia is a problem for a student. (MD)

Reviews more than 60 German studies on dyslexia and summarizes their findings and their implications for remedial instruction and future research. (FL)

Sixteen students (6-26 years old) with developmental dyslexia or hyperactivity and 16 controls were administered the Peabody Picture Vocabulary Test (PPVT) and the Revised test (PPVT-R). Increased numbers of perceptually loaded plates accounted for a decrease in IQ scores for dyslexic hyperactive Ss on the revised test. (CL)