Suggests teaching a compare/contrast method of word identification rather than teaching syllabication rules to decode words and describes research investigating this technique. (MKM)

In three experiments on the effects of word imagery, length, and frequency on reading difficulty, high-frequency words were found to be easier to read for both good and poor readers. High-imagery words were easier to read for poor readers only. Word length had little effect on reading difficulty for either group. (Author/MV)

Presents two cross-checking activities to help K-3 students learn decoding. The cross-checking involves decoding by using the consonants in a word along with the context. Children learn to decode by thinking about two things simultaneously (what word would make sense in a sentence and the word's letters and sounds). (SM)

Compares matched groups of normal and poor readers of Dutch. Assesses the way normal and poor readers automatically process phonological and orthographic incongruencies when comparing singular and plural of nouns. Investigates the automatized processing of uppercase-lowercase letter incongruencies. Concludes that poor readers not only have…

Reports on two studies on input enhancement used to support learners' selection of focus of attention in Spanish second language listening material. Input consisted of video recordings of dialogues between native speakers. Exact repetition and speech rate reduction were examined for effect on comprehension, acquisition of decoding strategies, and…

This article discusses the need to teach decoding to secondary students with reading difficulties using one of three approaches: reading segmented words part by part; decoding different syllable types; or using a flexible strategy for reading long words. It also stresses the need for reading practice and research-validated programs. (Contains…

Explores the role of phonological and syntactic awareness of 9- to 11-year-old Spanish-speaking learners of French in four components of second-language reading. Finds (1) phonological tasks in L2 better explain decoding; (2) word recognition through the visual route is best explained by corresponding ability in L1; (3) sentence comprehension is…

Reports results from one- and two-year follow-up tests for children with reading problems who had previously received 25 hours of training in one of two computer-based remediation programs. Finds children initially trained in phonological skills made greater gains in phonological awareness, phonological decoding, and untimed word recognition at…

The article examines assessment of phonological coding skills (considered important in in acquiring early word-reading skills) in young children. Although tests of memory span for digits, words, or letters are most commonly used, a combination of tasks including naming-rate and articulation-rate tasks are suggested. (Author/DB)

Ten college-aged dyslexic students performed significantly poorer than 10 controls on 2 measures of phonemic awareness: reading of nonsense words, and a phoneme reversal task. Results suggest that, although the dyslexic subjects had improved their reading skills, a deficit remained in their ability to process phonological information quickly and…

The influence of organizational cues on story comprehension was investigated for seven and eight year olds (N=44 British primary school students). Subjects were matched in age and decoding skills, but differed in comprehension ability. Results shed light on cognitive control required to select and coordinate information in text. (TJH)

Results of two experiments involving 206 upper elementary school students supported the hypothesis that less-skilled readers suffer working memory deficits that contribute to comprehension problems independent of their problems in phonological coding. Results also suggest that constraints in an executive system may contribute to reading…

This study evaluated the effectiveness of the Auditory Discrimination in Depth (ADD) Program in remediating the analytic decoding deficits of 10 students (ages 93 to 154 months) with severe dyslexia. Subjects received an average of 65 hours of training. Results indicated significant gains in phonological awareness and analytic decoding skills.…