Varieties of developmental reading disorder: genetic and environmental influences

Article Abstract:

Research was conducted to examine the heritability of reading deficits in dyslexic subtypes by means of a twin sample. Data were collected from samples of twins and their families which have been compiled by the Colorado Learning Disabilities Research Center since 1982. The performance of children, who ranged from eight to 18 years of age, was compared with that of a control group of norma readers. Results indicate that reading deficits were substantially heritable in both subtypes.

Genetic aspects, Dyslexia, Dyslexic children, Twins

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Individual differences in gains from computer-assisted remedial reading

Article Abstract:

Research into how individual differences between children influence outcomes from 27 hours to 29 hours of training for 200 second- to fifth-grade children with reading difficulties is presented. It was found that poor readers may considerable greater improvements in their deficient phonological abilities with 27 hours to 29 hours of phonological training compared to other children with similar reading abilities who focused on reading accurately in context.

Child psychology, Reading, Psychology of

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Training phonological awareness with and without explicit attention to articulation

Article Abstract:

Children who suffer from specific reading disabilities (SRD) can benefit greatly from a combination of phonological training and reading. The research included 122 second to fifth grade pupils with word recognition difficulties from schools in Boulder Valley. The pupils were divided into four groups: a control group, and groups focusing on sound manipulation, mouth manipulation, and mouth no-manipulation.

Education, Phonetics, Learning disabled, Learning disabled persons

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