Impaired perception of consonants by poor readers is reflected in poor subcortical encoding of speech timing and harmonics. We assessed auditory brainstem representation of higher harmonics within a consonant-vowel formant transition to identify relationships between speech fine structure and reading. Responses were analyzed in three ways: a single stimulus polarity, adding responses to inverte...

The purpose of this study was to examine the severity of behavioral and emotional problems among adolescents with poor and typical single word reading ability (N = 188) recruited from public schools and followed for a median of 2.4 years. Youth and parents were repeatedly assessed to obtain information regarding the severity and course of symptoms (depression, anxiety, somatic complaints. aggre...

BACKGROUND It is well established that phonological awareness, print knowledge and rapid naming predict later reading difficulties. However, additional auditory, visual and motor difficulties have also been observed in dyslexic children. It is examined to what extent these difficulties can be used to predict later literacy difficulties. METHOD An unselected sample of 267 children at school en...

Previous studies have found that children with reading difficulties need more exposures to acquire the representations needed to support fluent reading than typically developing readers (e.g., Ehri and Saltmarsh, 1995). Building on existing orthographic learning paradigms, we report on an investigation of orthographic learning in poor readers using a new learning task tracking both the accuracy...

A perceptual-recognition task was used to assess whether utilization of orthographic structure in letter recognition varies with reading ability. Anagrams of words were made to create strings that orthogonally combined frequency and regularity measures of orthographic structure. These strings and the original words were used as test stimuli in a letter-recognition task. Good and poor college re...

Reading fluency is gaining new recognition as an essential element of every reading program, especially for students who struggle in reading. Reading fluency is one of the defining characteristics of good readers, and a lack of fluency is a common characteristic of poor readers. Differences in reading fluency not only distinguish good readers from poor, but a lack of reading fluency is also a r...