This article reviews recent research suggesting that individuals with dyslexia benefit enormously from being taught language structure explicitly, and concludes that many teachers are underprepared to teach language processes and structures to children with language-based learning problems. A call is made for an approach to teacher education that…

Investigates the performance of dyslexic students in two modes of written assessment: coursework and examinations. In examinations, students were allowed additional time and were offered the option of using a word processor instead of handwriting. Findings suggest that dyslexic students are still disadvantaged in examinations, despite the special…

Summarizes recent studies identifying specific linguistic-cognitive markers for reading disabilities and describes efforts to develop measures of these markers in the areas of phonological awareness, rapid automatic naming, and verbal short-term memory. (Author/DB)

Individual differences in cortical anatomy are readily observable, but their functional significance for behaviors such as reading is not well understood. Here, we report a case of an apparent compensated dyslexic who had attained high achievement in visuospatial mathematics. Data from a detailed background interview, psychometric testing, divided…

Background: Developmental dyslexia is typically defined by deficits in phonological skills, but it is also associated with anomalous performance on measures of balance. Although balance assessments are included in several screening batteries for dyslexia, the association between impairments in literacy and deficits in postural stability could be…

This study was an investigation of reading and spelling errors of dyslexic Arabic readers ("n"=20) compared with two groups of normal readers: a young readers group, matched with the dyslexics by reading level ("n"=20) and an age-matched group ("n"=20). They were tested on reading and spelling of texts, isolated…

Introduction: The aim of this study was to examine the role of multiletter units, such as the morpheme and whole word, in accessing the lexicon, in Spanish children with dyslexia. Method: A sample of 60 participants were selected and organised i n three different groups: 1) an experimental group of 18 reading-disabled children, (2) a control group…

This research analyses possible advantages of using schematic drawings with dyslexic readers in a transparent orthography (i.e. Spanish language). To assess the usefulness of such drawings, the procedure consisted of comparing latency times (LT) for familiar words and pseudo words in a naming task. The experimental group was formed by dyslexic…

This study focused on English as L2 in a group of Norwegian dyslexic 12 year olds, compared to an age and gender matched control group. Norwegian school children learn English from the first grades on. The subjects were assessed with a test battery of verbal and written tasks. First, they were given a comprehension task; second, a model sentence…

This article reports on research commissioned by the Scottish Executive Education Department (SEED). It aimed to establish the range and extent of policy and provision in the area of specific learning difficulties (SpLD) and dyslexia throughout Scotland. The research was conducted between January and June 2004 by a team from the University of…

The aim of the present study was to examine whether Chinese dyslexic children had difficulties learning English as a second language given the distinctive characteristics of the two scripts. Twenty-five Chinese primary school children with developmental dyslexia and 25 normally achieving children were tested on a number of English vocabulary,…

This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants were assessed on a variety of fluency measures and reading subskills. Correlations and…

This article presents an overview of some methods and results from our continuing studies of genetic and environmental influences on dyslexia, and on individual differences across the normal range that have been conducted over the past 25 years in the Colorado Learning Disabilities Research Center (CLDRC) and in related projects. CLDRC…

Lexical-decision studies with experienced English and French readers have shown that visual-word identification is not only affected by pronunciation inconsistency of a word (i.e., multiple ways to pronounce a spelling body), but also by spelling inconsistency (i.e., multiple ways to spell a pronunciation rime). The aim of this study was to…

Beginning with a simple test that parents can conduct at home, this book presents a comprehensive and holistic program that any parent or teacher can use to help dyslexic children improve their reading, writing, and spelling. After an introduction that answers parents' questions about dyslexia, chapters in the book are: (1) Is Dyslexia Real?; (2)…