Neuroanatomical evidence suggests that poor readers may have abnormal lateral (LGN) and medial (MGN) geniculate nuclei responsible for temporal processing in visual and auditory domains respectively (Livingstone & Galaburda, 1993). Although behavioral evidence does support this neuroanatomical evidence in that poor readers have performed poorly on visual and auditory tasks thought to require th...

BACKGROUND This study examined whether and how two groups of young adults who were poor readers as children (a relatively compensated group and a group with persistent reading difficulties) differed from nonimpaired readers and if there were any factors distinguishing the compensated from persistently poor readers that might account for their different outcomes. METHODS Using functional magne...

PURPOSE To determine whether normal adults of good and poor reading ability exhibit different patterns of sensitivity to spatial frequency, as previously found between dyslexic and nondyslexic control subjects. METHODS The visual acuity, spatial frequency sensitivity, and reading ability of 96 normal, nondyslexic adults was assessed. Participants were ranked according to reading ability. The ...

Previous work has demonstrated that children who are poor readers have short-term memory deficits in tasks in which the stimuli lend themselves to phonetic coding. The aim of the present study was to explore whether the poor readers' memory deficit may have its origin in perception wi th the encoding of the stimuli. Three experiments were conducted with third-grade good and poor readers. As in ...

This study used fMRI to longitudinally assess the impact of intensive remedial instruction on cortical activation among 5th grade poor readers during a sentence comprehension task. The children were tested at three time points: prior to remediation, after 100 h of intensive instruction, and 1 year after the instruction had ended. Changes in brain activation were also measured among 5th grade go...

The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items. Two weeks after training, trained items were as...

visual designs or faces. However, they did perform better in memorizing nonsense syllables. In comparing this result with the results of Woo and Hoosain (1984), Hoosain comes to the conclusion that poor readers in Chinese have more visual problems than poor readers in English. Apparently, Hoosain misinterprets the nature and the implication of the results obtained by Woo and Hoosain. The findin...

Although much has been written about reading comprehension in the last twenty years, theories defining the comprehension process, and strategies on how to teach it still pique the interest of educators. This article addresses the negative effects of poor decoding on reading comprehension, and reviews various strategies that have been used with poor readers to successfully compensate for the pro...

BACKGROUND Prior findings suggest that poor readers tend to have poor visual skills, but few reports give full frequency distributions of skill variables, and little data are available for adolescents. METHODS Visual skills and visual acuity were measured in 461 students (average age 15.4 years) in 4 California high schools within the same school district. Participating students had been iden...