The purpose of this paper is to describe briefly the development and utility of the "Assessment of Reading Instructional Knowledge-Adults" ("ARIK-A"), the only nationally normed (n?=?468) measure of adult reading instructional knowledge, created to facilitate professional development of adult educators. Developmental data…

To respond to the articles in the current issue, I begin with an amalgamated conception of a transactional universe of reciprocal reading and composing processes that includes cognitive and social processes. Next, I situate the four studies in the current issue according to their epistemological emphases in the transactional conception. Three…

Current neuroimaging and neurophysiologic techniques have substantially increased our possibilities to study processes related to various language functions in the intact human brain. Learning to read and write influences the functional organization of the brain. What is universal and what is specific in the languages of the world are important…

For 25 years now, there has been a serious attempt to get at the fundamental cause(s) of dyslexia in our laboratory. A great deal of research has been carried out on the psychological and brain underpinnings of the linguistic dysfunctions seen in dyslexia, but attempts to get at its cause have been limited. Initially, observations were made on the…

Recent consensus reports concur in suggesting major changes in the federal regulatory approach to the identification of learning disabilities (LD). These reports recommend abandoning the IQ-discrepancy model and the use of IQ tests for identification, and also recommend incorporation of response to instruction (RTI) as one of the identification…

This paper reports on the development of a battery of phonological processing tasks to screen adults with dyslexia. Tasks examined reversed spoonerism, phonological choice, working memory, and vocabulary with confusable alternatives. All tasks showed high discrimination between adults with dyslexia and a control group. Tasks also correlated with…

This article outlines the Schoolwide Reading Improvement Model (SRIM), a model characterized by the strategic integration of research-based practices in assessment, instructional design, and beginning reading instruction. A description of each major stage of the SRIM is provided, along with an example of its application in an Oregon school…

A case study of a first-grader with dyslexia demonstrates that use of the child's interests and abilities in reading instruction resulted in a noticeable improvement in the child's willingness to engage in reading, writing, and phonological awareness activities. (Contains extensive references.) (DB)

Introduces an instructional program designed to teach students with learning disabilities to identify a story theme and relate it to their own real-life experiences. The program focuses on understanding a text as a whole, and integrating text meaning with concepts and experiences that are personally meaningful. (Author/CR)

Presents an overview of preservice volunteer training at READ/San Diego, an adult literacy program. It discusses the program's informal assessment procedures that help identify possible language/learning disabilities and provide valuable information for instructional planning. Also described are selected multisensory teaching techniques designed…

Describes the Language and Learning Seminar, a college course at York University, Ontario, that is designed to help students with learning disabilities grapple with learned helplessness issues. The supportive group process of learning therapy is embedded into the writing course, helping students address the emotional concomitants of failure and…

Alphabetic Phonics, a sequential language curriculum, is an extension of the Orton-Gillingham-Childs multisensory teaching method. The curriculum includes modern behavioral, psychological, and educational theories and practice. Developed initially as remediation for dyslexics, Alphabetic Phonics is succeeding both with small groups of severely…

The Dyslexia Unit at University College of North Wales, Bangor, Wales has formed some conclusions about the necessary conditions for success of cost effective programs for dyslexic students. Efficiency can be improved by setting targets for entry to secondary school, referring children early, using structured phonic teaching methods and…

The Tutoring Network, a nonprofit organization that screens educational therapists and matches their expertise with individual needs of learning-disabled students, also operates a clearinghouse for information on learning disabilities. In addition the network is also involved in efforts to promote communication among professionals. Replication…

The normal development of literacy is described, and a model consisting of three phases corresponding to the acquisition of logographic, alphabetic, and, finally, orthographic skills is proposed. Breakdown at any stage results in a specific type of literacy disorder as well as the development of compensatory skills. (Author/DB)