Examines the effectiveness of self-questioning and summarization instruction on adult poor readers enrolled in adult education programs. Demonstrates the benefit of teaching text comprehension strategies to adults who are poor readers. (RS)

Investigates the effectiveness of instruction in phonological awareness provided in low-income, inner-city kindergarten classrooms. Finds that, after an 11-week intervention, the treatment children significantly outperformed the control children on measures of phoneme segmentation, letter name and letter sound knowledge, 2 of 3 reading measures,…

Investigates whether dyslexic and "garden variety" poor readers differ in reading-related cognitive skills. Suggests grounds for believing that dyslexia is a separate entity from garden variety poor reading. Finds support for the phonological-core variable-difference model of K. Stanovich in that both dyslexic and poor readers showed phonological…

Finds that parent-offspring resemblance in families of reading-disabled probands does not differ substantially from that in families of controls; and correlations and regressions for monozygotic twins are greater than those for dizygotic twins, suggesting that individual differences in reading achievement are due in part to heritable influences.…

Finds no evidence to counter the assumption that reading begins with a logographic stage; teaching method had a significant impact on children's reading strategies; and several children taught using the whole word technique appeared to exhibit letter-by-letter reading. Suggests that letter-by-letter dyslexia might be an extreme form of a strategy…

Follows a representative sample of poor readers through secondary school. Finds that, as a group, poor readers fell further behind a normal-reading comparison group during their early teens. Finds also that poor readers were more likely to leave school early and had much depressed educational qualifications. (RS)

Finds that the writing system and the reading system share many of the same orthographic, phonological, and working memory subprocesses but that the patterns of concurrent relationship between these subprocesses and writing and between these subprocesses and reading differ. Suggests that writing and reading draw upon the same as well as unique…

Finds that visualization techniques were effective in guiding the revision process and that students remembered both specific details about the pictorial information used to guide the composing process and the underlying principles informing the techniques. Discusses visualization techniques in terms of their potential usefulness in reducing the…

Finds that a deficiency in phonological coding and an overreliance upon orthographic coding, often observed in dyslexic children, can also be seen in relatively poor readers and spellers within a normal adult population. (RS)

Investigates comprehension problems of children whose decoding skills are normal but whose reading comprehension skills are poor. Concludes that working memory processes are not a major causal factor in the creation of the comprehension difficulties identified in these poor comprehenders. (RS)

Finds that lower-level developmental variables are related to beginning writing skills. Identifies an orthographic-linguistic dimension and an automaticity dimension in the battery of developmental skills and writing products. (RS)

Finds main effects for group but not gender. Finds that the combined use of direct and indirect measures appeared most effective in examining the complexities of writing produced by learning-disabled and nonlearning disabled college students. (RS)

Examines consequences of using alternative definitions for prevalence, sex ratio and heritability. Demonstrates that the characteristics of reading-disabled children vary with the way disability is defined. Concludes that the use of regression-based procedures for identifying reading disability is desirable. Suggests insufficient evidence exists…

Reports on the second phase of a two-phase, two cohort componential analysis of reading. Finds a good fit for the grade four data, a reasonable fit for grade five, and a less unambiguous fit for grade six. Finds results are generally confirmed with the simultaneous structural analyses of phase one and phase two multisamples. (RS)

Investigates whether children who speak Kannada (a Dravidian language from South India) show the same pattern of specific dyslexia as children who speak European languages. Finds evidence of a consistent pattern in specific dyslexia which did not depend on any one writing system or geographical location. (RS)