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Lyon, G. Reid; Shaywitz, Sally E.; Shaywitz, Bennett A. – Annals of Dyslexia, 2003
This paper elaborates on components of a working definition of developmental dyslexia proposed in 1995 by G. R. Lyon. The 2003 revised definition, based on converging scientific evidence, was developed by a working group of the International Dyslexia Association. The new definition notes the condition's neurobiologic origin and typical presence of…
Descriptors: Cognitive Development, Definitions, Dyslexia, Elementary Education
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Moats, Louisa C.; Foorman, Barbara R. – Annals of Dyslexia, 2003
This study developed a teacher knowledge survey that measured teacher knowledge of reading-related concepts. Use with 41 second- and third-grade teachers and then 103 third- and fourth-grade teachers found significant associations among teachers' knowledge, classroom reading achievement levels, and teachers' observed teaching competence. The…
Descriptors: Elementary Education, Knowledge Base for Teaching, Knowledge Level, Reading Achievement
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Post, Yolanda V. – Annals of Dyslexia, 2003
Discussion of the teaching of writing, spelling, and reading using code-based literacy methods, such as Orton-Gillingham examines the cognitive challenge of the transition from spoken to graphic word and then reviews new research findings, such as the letter as model for sound variation, ease of spelling the low vowel, and the creation of word…
Descriptors: Elementary Education, Phoneme Grapheme Correspondence, Phonemics, Reading Difficulties
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Miles, T. R.; Wheeler, T. J.; Haslum, M. N. – Annals of Dyslexia, 2003
This paper describes characteristics of 10-year-old children (n=422) with normal reading ability, but with some signs of dyslexia. Findings indicated these children obtained different results on five measures associated with dyslexia than did other normal achievers without such signs. Measures were underachievement at word recognition, spelling,…
Descriptors: Dyslexia, Elementary Education, Literacy, Mathematics Achievement
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Molfese, Dennis L.; Molfese, Victoria J.; Key, Sasha; Modglin, Arlene; Kelley, Spencer; Terrell, Shona – Annals of Dyslexia, 2002
This article focuses on methods useful for identifying differences in the development of language reading abilities in children that rely on measures of brain responses and behavioral assessments. Findings from these methods are described and indicate that even behaviors strongly influenced by biological mechanisms can be influenced through…
Descriptors: Biological Influences, Cognitive Ability, Cognitive Processes, Dyslexia
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McCutchen, Deborah; Harry, Dawn R.; Cunningham, Anne E.; Cox, Susanne; Sidman, Susan; Covill, Amy E. – Annals of Dyslexia, 2002
A study investigated relationships among 59 elementary teachers' reading-related content knowledge, their philosophical orientation toward reading instruction, their classroom practice, and their students' learning. Relationships emerged between content knowledge and instruction and between kindergarten teachers' phonological knowledge and their…
Descriptors: Beginning Reading, Dyslexia, Elementary Education, Knowledge Base for Teaching
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Joshi, R. Malatesha; Dahlgren, Mary; Boulware-Gooden, Regina – Annals of Dyslexia, 2002
Twenty-four first-graders who were taught reading skills using the "Language Basics: Elementary" program, which incorporates the Orton-Gillingham-based Alphabetic Phonics Method, made statistically significant gains in phonological awareness, decoding, and reading comprehension. Thirty-two controls taught with the Houghton-Mifflin Basal…
Descriptors: Beginning Reading, Decoding (Reading), Elementary Education, Grade 1
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Bos, Candace; Mather, Nancy; Dickson, Shirley; Podhajski, Blanche; Chard, David – Annals of Dyslexia, 2001
A study that examined perceptions and knowledge of 252 preservice educators and 286 inservice educators about early reading instruction found inservice educators had more positive attitudes about explicit code instruction and preservice educators were more positive about implicit code instruction. However, both groups demonstrated limited…
Descriptors: Beginning Reading, Dyslexia, Elementary Education, Knowledge Base for Teaching
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Post, Yolanda V.; Carreker, Suzanne; Holland, Ginger – Annals of Dyslexia, 2001
Two groups of first graders (n=63) participated in a 10-day intervention study in which they were instructed in the spelling of five final letter patterns in monosyllabic words. Children receiving phoneme instruction improved accuracy of final pattern spelling as well as speed of word reading over children receiving rime instruction. (Contains…
Descriptors: Beginning Reading, Elementary Education, Instructional Effectiveness, Phoneme Grapheme Correspondence
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Schlagal, Bob – Annals of Dyslexia, 2001
In this review, three perspectives on spelling theory, research, and instruction are examined. Traditional classroom-based, developmental, and structured language approaches are outlined and their implications for assisting poor spellers explored. Instructional recommendations are made by drawing from and combining some of the strengths of each…
Descriptors: Classroom Techniques, Developmental Stages, Dyslexia, Educational Strategies
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Badian, Nathlie A. – Annals of Dyslexia, 2001
Ninety-six children were administered an orthographic test as preschoolers and two measures of non-phonemic phonological awareness in mid-kindergarten. Both phonological measures and the orthographic measure added significant variance to grade 1 word reading. The orthographic measure contributed to variance in reading vocabulary and reading…
Descriptors: Elementary Education, Orthographic Symbols, Phoneme Grapheme Correspondence, Phonetics
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Leong, Che Kan; Jerred, Wendy D. – Annals of Dyslexia, 2001
A study involving 91 children (ages 3-5) divided into more able and less able sub-groups found mathematical word problems containing inconsistent information were more difficult than those with consistent information. Word problems containing inadequate and redundant information were more difficult to explain than those items with just enough…
Descriptors: Data Interpretation, Dyslexia, Elementary Education, Information Utilization
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Miles, T. R.; Haslum, M. N.; Wheeler, T. J. – Annals of Dyslexia, 2001
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.)…
Descriptors: Dyslexia, Elementary Education, Etiology, Foreign Countries
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Hook, Pamela E.; Macaruso, Paul; Jones, Sandra – Annals of Dyslexia, 2001
A study found children (ages 7-12) with difficulties in phonemic awareness and word identification who received Fast ForWord (FFW) training (n=11) and Orton Gillingham (OG) training (n=9) made similar gains in phonemic awareness. Unlike children who received FFW, children who received OG training made significant gains in word attack. (Contains…
Descriptors: Elementary Education, Instructional Effectiveness, Phoneme Grapheme Correspondence, Phonetics
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Compton, Donald L. – Annals of Dyslexia, 2000
A study investigated predictors of individual differences in responsiveness to word reading instruction in 55 typical first-graders and 41 identified as at-risk. A combination of rapid naming speed, letter sound knowledge, and phonemic awareness skill predicted word and nonword reading growth in the at-risk group. Growth modeling increased reading…
Descriptors: Beginning Reading, Elementary Education, Grade 1, High Risk Students
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