A study compared the perceptions of 118 American teachers and 292 Japanese teachers children with learning disabilities. American teachers identified 4 percent of their children as meeting the criteria and Japanese teachers identified 1.5 percent. Americans rated high percentages of children as "weaker" in listening, speaking,…

A lexical decision study with two groups of tertiary students (n=43) differing in their Chinese language ability found that even for adult readers differing in their Chinese language ability, lexicality, frequency of characters, and the consistency of semantic radicals affect accurate and rapid character identification. Teaching suggestions are…

A study of 114 12-year-olds in the Netherlands found that dyslexia was associated with deficits in: (1) phonological recoding, word recognition in both Dutch and English, and spelling skills; and (2) naming speed for letters and digits. Dyslexia was not associated with other cognitive and motor skills evaluated. (Contains extensive references.)…

Seventy-two items testing various aspects of mathematics were given to 12,131 10-year-old British children. Despite the absence of difference in intelligence level, the mean scores on the mathematics test for children with dyslexia was not only lower than that of normal achievers, but also lower than that of underachievers. (Contains references.)…

One explanation for the relationship between serial rapid naming (SRN) and reading is that SRN affects the temporal proximity of the phonological activation of the letters in a word, which, in turn, influences the acquisition of orthographic knowledge. To test this hypothesis, a group of Dutch first grade children was trained in the rapid serial…

The outcome of a training study attempting to increase German speaking poor readers' reading fluency is reported. The aim of the training was to help children establish orthographic representations for a limited set of training words as well as for high-frequency onset clusters. A sample of 20 dysfluent readers (8 to 11 years) received a …

Thirty-seven experienced Dutch remedial teachers were asked to evaluate the potential effectiveness of various spelling exercises for children with spelling difficulties. Teachers preferred exercises with a combination of rule-based strategies and demonstration of the whole orthographic pattern of the word. Individual child characteristics did not…

Emerging phonological awareness was compared in two groups of 3.5-year-old children belonging to the Jyvaskyla Longitudinal Study of Dyslexia (JLD): children with familial risk of dyslexia (at-risk group n = 98) and children without such risk (control group n = 91). Four computer animated tasks were used: Word-level and Syllable-level Segment…