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Sawyer, Diane J.; Butler, Katharine – Annals of Dyslexia, 1991
This paper discusses five language roots of reading: phonology, syntax, semantics, short-term and long-term memory, and auditory segmenting. Teachers are urged to focus early school experiences toward development of these five skills to reduce the incidence of reading difficulties. Specific teaching suggestions are offered. (Author/DB)
Descriptors: Auditory Training, Classroom Techniques, Decoding (Reading), Early Intervention
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Henry, Marcia K. – Annals of Dyslexia, 1988
A discussion-oriented, direct approach to teaching decoding and spelling based on word origin and structure is proposed. The instruction leads students to a comparison and contrast of letter-sound correspondences, syllable patterns, and morpheme patterns in English words of Anglo-Saxon, Romance, and Greek origin. (Author/JDD)
Descriptors: Decoding (Reading), Elementary Secondary Education, Models, Morphology (Languages)
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Catts, Hugh W. – Annals of Dyslexia, 1989
The paper discusses problems with traditional definitions of dyslexia and reviews research that suggests a more comprehensive definition, viewing dyslexia as a developmental language disorder that involves a deficit in phonological processing. The disorder is seen as manifesting itself in various phonological difficulties as well as in a specific…
Descriptors: Definitions, Developmental Tasks, Dyslexia, Elementary Secondary Education
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Leong, Che Kan – Annals of Dyslexia, 1989
Two experiments sought to determine the orthographic and phonological factors in derived morphology that affected the reading and spelling performance of 75 intermediate-grade poor readers. Subgroups of poor readers used different mechanisms in producing derived or base forms of words according to the complexity of the orthographic and/or…
Descriptors: Grammar, Intermediate Grades, Morphology (Languages), Performance Factors
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Silliman, Elaine R. – Annals of Dyslexia, 1989
The oral foundations of narrative knowledge are examined as a linkage to literacy acquisition problems. Examined are kinds of narrative knowledge acquired, the nature of story organization, and developmental acquisitions in story recall and generation. The performance patterns of language learning-disabled children on oral story recall and…
Descriptors: Elementary Secondary Education, Language Acquisition, Language Handicaps, Learning Disabilities
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Johnson, Doris J.; Grant, James O. – Annals of Dyslexia, 1989
Writing samples of 295 primary school children improved in productivity, syntax, and level of abstraction from grade one through three. The writing of learning-disabled children who were matched with average reading ability primary-school children indicated no significant differences in productivity, but problems in syntax (especially morphology),…
Descriptors: Age Differences, Handwriting, Learning Disabilities, Morphology (Languages)
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Sparks, Richard; And Others – Annals of Dyslexia, 1989
A theoretical framework is presented for understanding difficulties in foreign language learning, based upon a linguistic coding model that hypothesizes deficits in phonological, syntactic, and semantic information processing. Incidence of linguistic coding problems in 22 college-enrolled or college-bound students who petitioned to have the…
Descriptors: Coding, College Students, High Schools, Higher Education
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Stirling, Eileen – Annals of Dyslexia, 1989
The spelling difficulties of the adolescent dyslexic student are described, and techniques are presented to provide the student with the tools needed to cope with spelling requirements, including the study of vowel sounds, doubling the consonant following a short vowel, root words, and laws of probabilities. (JDD)
Descriptors: Adolescents, Consonants, Dyslexia, Learning Strategies
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Sparks, Richard L.; And Others – Annals of Dyslexia, 1991
The Orton-Gillingham method, a multisensory structured language approach which adheres to the direct and explicit teaching of phonology, is presented as an alternative instructional strategy for dyslexic/learning-disabled or other "at risk" students learning a second language. A method for adapting this approach to teaching Spanish is…
Descriptors: Dyslexia, High Risk Students, Learning Disabilities, Multisensory Learning
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Ball, Eileen W.; Blachman, Benita A. – Annals of Dyslexia, 1988
A group of 30 nonreading kindergarten children who received 7 weeks of instruction in phoneme segmentation and letter names/sounds were assessed on segmentation and reading measures. They outperformed a language activities group, which received instruction in letter names/sounds and additional language activities, and a group receiving no…
Descriptors: Beginning Reading, Intervention, Kindergarten, Outcomes of Education
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Cox, Aylett Royall; Hutcheson, Lenox – Annals of Dyslexia, 1988
Data from a 10-year study involving over 1,000 dyslexics, age 7-15, went into the development of the Alphabetic Phonics curriculum. One aspect of the curriculum, the Syllable Division Formulas, is described. It emphasizes scientific, automatic, multisensory procedures for dividing longer words into easily read syllables. (Author/JDD)
Descriptors: Curriculum Development, Dyslexia, Elementary Secondary Education, Literacy
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Calfee, Robert; Chambliss, Marilyn – Annals of Dyslexia, 1988
The paper discusses (1) sources of difficulty in comprehending technical writing, (2) distinctions between content structure and text structure, (3) building blocks for expository writing and techniques of text design, (4) contrasts between American and Japanese science and social studies texts, and (5) suggestions for promoting comprehension.…
Descriptors: Cross Cultural Studies, Elementary Secondary Education, Expository Writing, Foreign Countries