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Bertucci, Carol; Hook, Pamela; Haynes, Charles; Macaruso, Paul; Bickley, Corine – Annals of Dyslexia, 2003
Perception and production of vowels in the words "pit,""pet," and "pat" were investigated with 19 adolescents with reading disabilities. Students with reading disabilities perceived and produced less well-defined vowel categories than a control group. Results suggest that speech processing difficulties of students with reading disabilities include…
Descriptors: Phonemics, Phonetics, Phonology, Reading Difficulties
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Samuelsson, Stefan; Lundberg, Ingvar – Annals of Dyslexia, 2003
Data from 123 male adults were analyzed to estimate environmental (home, school, and literacy environments) influences on components of literacy skills. Results suggest a substantial social-cultural bias in the delineation of literacy skills and in definitions of reading disabilities. Only phonological ability appeared relatively unaffected by…
Descriptors: Adult Education, Adults, Cultural Influences, Definitions
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Mazzocco, Michele M. M.; Myers, Gwen F. – Annals of Dyslexia, 2003
Findings from a prospective longitudinal study of math disability (MD) addressed its incidence during primary school, the utility of different MD definitions, and evidence of MD subtypes. Findings indicated only 22 of 209 participants demonstrated "persistent MD"; reading disability was more frequent in this group; and reading related skills and…
Descriptors: Incidence, Learning Disabilities, Longitudinal Studies, Mathematical Aptitude
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Mann, Virginia A.; Foy, Judith G. – Annals of Dyslexia, 2003
This study examined the interrelations of speech skills and letter knowledge to the phonological awareness and early reading skills of 99 preschool children. Findings indicated that phoneme awareness, but not rhyme awareness, correlated with early reading measures and that phoneme manipulation was closely associated with letter knowledge and with…
Descriptors: Beginning Reading, Phoneme Grapheme Correspondence, Phonological Awareness, Phonology
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Snyder, Lynn S.; Downey, Doris M. – Annals of Dyslexia, 1995
This study found that 30 children with reading disability (RD) performed more poorly than 30 children with normal reading achievement on tasks of serial rapid naming, verbal fluency, letter-based word retrieval, and articulatory speed. RD children had significantly longer reaction times and production durations on the serial naming task. Findings…
Descriptors: Articulation (Speech), Cognitive Processes, Elementary Education, Expressive Language
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Badian, Nathlie A. – Annals of Dyslexia, 1995
A cohort of 92 children was followed through sixth grade to investigate the relationship of preschool skills and first-grade phonological awareness to later reading and spelling abilities. In particular, the focus was on the changing roles of letter naming, orthographic awareness, and phonological processing in prediction of reading vocabulary,…
Descriptors: Elementary Education, Letters (Alphabet), Longitudinal Studies, Phonology
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Smith-Lock, Karen M. – Annals of Dyslexia, 1995
Seventeen children (ages 5-7) with specific language impairment (SLI) were compared to age-matched (AM) and language-matched (LM) groups on measures of metalinguistic skill. SLI children's performance was worse than AM peers and indistinguishable from younger LM children, suggesting that morphological awareness is more closely allied to oral…
Descriptors: Cognitive Development, Early Childhood Education, Language Impairments, Linguistics
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Elbro, Carsten; And Others – Annals of Dyslexia, 1994
Compared to controls, adults (n=102) who reported a history of difficulties in learning to read were disabled in phonological coding, but less disabled in reading comprehension. Adults with poor phonological coding skills had basic deficits in phonological representations of spoken words, even when semantic word knowledge, phonemic awareness,…
Descriptors: Adults, Decoding (Reading), Dyslexia, Phonology
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Kitz, William Robert; Nash, Robert T. – Annals of Dyslexia, 1992
This study of the effectiveness of the Project Success Summer Program found that the eight-week program improved dyslexic adults' (n=63) reading and spelling scores in five areas. Results indicated that training in phonological skills improved decoding skills and that passage reading rates and individual word reading rates best predicted…
Descriptors: Adult Basic Education, Adult Education, Adults, Decoding (Reading)
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Sparks, Richard; And Others – Annals of Dyslexia, 1992
A multisensory structured language (MSL) approach was utilized with two groups of at-risk high school students (n=63), taught in either English and Spanish (MSL/ES) or Spanish only. Foreign language aptitude improved for both groups and native language skills for the MSL/ES group. A group receiving traditional foreign language instruction showed…
Descriptors: High Risk Students, High Schools, Instructional Effectiveness, Language Aptitude
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Badian, Nathlie A. – Annals of Dyslexia, 1992
This study of elementary-level students compared behavioral patterns of 27 children showing a low nonverbal/high verbal (LNV) intelligence test profile and 38 children with a low verbal/high nonverbal (LV) profile. Results confirmed earlier findings that LNV children are perceived by teachers as significantly poorer than LV children in many…
Descriptors: Behavior Patterns, Behavior Problems, Cognitive Processes, Dyslexia
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Lindamood, Patricia C.; And Others – Annals of Dyslexia, 1992
This paper argues that the ability to rapidly compare phonemes is a primary sensory-cognitive function underlying self-correction in word recognition and spelling and thus, indirectly, reading comprehension. Such phonological defects can be addressed both preventively and remedially using procedures that are fundamentally different from typical…
Descriptors: Decoding (Reading), Elementary Secondary Education, Learning Processes, Phonemes
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Catts, Hugh W. – Annals of Dyslexia, 1991
This study compared (1) performance on language skills and phonological process measures by 41 kindergarten children with speech/language impairments, and (2) their reading ability in first grade. Children with semantic-syntactic language deficits exhibited more difficulties in reading than did children with articulation impairments. Phonological…
Descriptors: Articulation Impairments, Early Identification, Grade 1, Kindergarten
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Alexander, Ann W.; And Others – Annals of Dyslexia, 1991
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.…
Descriptors: Auditory Discrimination, Decoding (Reading), Dyslexia, Elementary Secondary Education
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Scarborough, Hollis S. – Annals of Dyslexia, 1991
The syntactic development of preschoolers (n=22) who later became disabled readers was compared to that of similar children who became normal readers. Expressive and receptive syntactic abilities were examined from age 30 to 60 months. The dyslexic group was poorer on all measures until age five, when both groups exhibited similar syntactic…
Descriptors: Child Development, Developmental Tasks, Dyslexia, Early Childhood Education
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