The effect of phonological analysis training on naming performance Hyla RubinTerry RotellaSusan Bernstein OriginalPaper Pages: 1 - 10
Segmental awareness and dyslexia: Is it possible to learn to segment well and yet continue to read and write poorly? Emilio SanchezMercedes I. Rueda OriginalPaper Pages: 11 - 18
Teaching at-risk students to read using specialized techniques in the regular classroom Joan C. Stoner OriginalPaper Pages: 19 - 30
Reading processes of English sentences in Japanese and Canadian students Ayako KawakamiTakeshi HattaKatsuo Tamaoka OriginalPaper Pages: 31 - 42
Effects of different training conditions in the acquisition of a handwriting task Stanley J. PortierHenk HylkemaGerard P. Van Galen OriginalPaper Pages: 43 - 62
Fourth grade follow-up of reading and spelling skills of French immersion students Hyla RubinAnne TurnerMiriam Kantor OriginalPaper Pages: 63 - 73
Diagnosing word decoding problems: A process-analytic approach Torleiv HøienOle Fevejle Leegaard OriginalPaper Pages: 75 - 89