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A recent intervention study demonstrated a powerful method for helping children with difficulty in sound categorization to learn to read and to spell. The aim of this project is to explain the underlying reasons for its success. The project is divided into three stages, Pretests, Training and...
Some of the recent cognitive research on phonemic awareness and phonological skills in short‐term memory of dyslexic children is related to the development of specific teaching programmes aimed at circumventing theoretical ‘deficits’. Data on a 2‐year follow‐up of the reading attainments of...
Previous studies show that 7–8‐year‐old poor comprehenders differ from good comprehenders, matched in age and decoding skill, primarily in their failure to make high‐level inferences, despite adequate text recall. The impact of inference awareness training on reading comprehension in two such...
Forty children were studied as they began to learn to read at 5 years old and as they developed their skill up to 7 years old. At each year they were tested for ability on 44 variables which measured ability in reading, spelling, vocabulary, short‐term memory, visual perception and...
Data from two studies on large samples of 7‐, 11‐ and 13‐year‐old children were used to estimate the regression relationship between reading, spelling and maths achievement and IQ. Using these regression equations the number of children obtaining achievement scores more than two standard...
There are a number of different ways to present text on computer‐controlled displays, and these vary in their relative readabilities. ‘Electronic pages’ can be made to be almost as readable as high‐quality printed pages. Alternative text display formats can make use of some of the flexibility...
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