A study was conducted to identify poor readers and to characterize weaknesses in their knowledge and use of story structure in comprehension and recall. Subjects were 80 year-3 children in Brisbane, Queensland Australia, 20 good readers and 60 poor readers. The poor readers were then divided into relatively homogeneous subgroups, using measures of language-reading comprehension, according to a ...

Magnetoencephalographic responses recorded from auditory cortex evoked by brief and rapidly successive stimuli differed between adults with poor vs. good reading abilities in four important ways. First, the response amplitude evoked by short-duration acoustic stimuli was stronger in the post-stimulus time range of 150-200 ms in poor readers than in normal readers. Second, response amplitude to ...

The aim of this study was to investigate the relationships between two different temporal processing tasks and word identification performance in skilled, dyslexic and poor adult readers. In Experiment 1 spatial and temporal sequencing tasks were conducted. It was found that adult dyslexics were significantly less accurate than skilled readers across all conditions in the temporal sequencing ta...

There is evidence that poor readers are at increased risk for various types of low self-concept-particularly academic self-concept. However, this evidence ignores the heterogeneous nature of poor readers, and hence the likelihood that not all poor readers have low self-concept. The aim of this study was to better understand which types of poor readers have low self-concept. We tested 77 childre...

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 with the encoding of the stimuli. Three experiments were conducted with third grade good and poor readers. As in e...