Specific Learning Disabilities In Reading Research Articles

Auditory Recall of Conceptually, Phonetically, and Linguistically Similar Words By Normal and Learning-Disabled Children

The effect of auditory free recall on four lists of monosyllabic word ensembles was studied in learning-disabled and nondisabled children. Familiar word lists for sequential and nonsequential recall performance included phonetic, conceptual, linguistic, and control ensembles. Recall scores of the learning-disabled children were significantly lower on all familiar word lists for both sequential and nonsequential recall compared with normal-reading children, while recall was better for both groups with conceptually and linguistically similar words compared with initial phonetic consonant cues and control words. These findings support the assumption that a deficiency in ability to retain auditory verbal stimuli is related to specific learning disabilities in reading.

The Prevention and Correction of Reading Difficulties.

This book, dedicated to misunderstood children and addressed to teachers, takes into account the extensive recent periodical literature on difficulty in reading but seems in the main to stem from two books: Psychology of Reading and Spelling, by Gates, published in 1922, and Psychology and Pedagogy of Reading, by Huey, published in 1924. The latter is known to the reviewer as an instructive treatise containing the results of much personal research. The child retarded in reading may be of low intelligence generally, or he may have specific learning disability in reading, while ranking high in mathematics and kindred studies. From 8 to 15 per cent of the school population presents evidences of specific reading disability. Usually there exists a complex of difficulties, emotional, physical and pedagogic, any of which might be tolerated alone. With the determination of the causes of his difficulties and their correction, as