Our mission is to provide an affordable means of increasing and accelerating skills among early readers with various learning styles and ability levels.

Poor Readers: Problems and Promising News

Poor Readers: Problems and Promising News

Experts reveal that individuals with significant reading problems have basic deficiencies in storing and retrieving sounds (Vellutino and Scanlon, 1986). Leading investigators (Ackerman, Dykman, and Gardner, 1990; Jorm and Share, 1983; Sheperd and Uhry, 1993; Stanovich, 1985) further assert that the inability to store or retrieve phonological codes may actually cause reading disabilities. The good news is that students with these deficits make sizable gains when they are taught how to apply memory aids (Chan, 1991; Johnson, 1980). A key goal of programs such as SnapBack Phonics is to provide this kind of mnemonic instruction.

Works Cited

Ackerman, P. T., & Dykman, R.A., & Gardner, M.Y. (1990). Counting rate, naming rate, phonological sensitivity, and memory span: Major factors in dyslexia. Journal of Learning Disabilities, 23, 325–327.

Chan, L. K. S. (1991). Promoting strategy generalization through self-instructional training in students with reading disabilities. Journal of Learning Disabilities, 24, 427–433.

Johnson, D.J. (1980). Persistent auditory disorders in young dyslexic adults.Bulletin of the Orton Society, 30, 268–276.

Jorm, A. F., & Share, D. L. (1983). Phonological recoding and reading acquisition. Applied Psycholinguistics, 4, 103–147.

Shepherd, M. J., & Uhry, J. K. (1993). Reading disorder. Child and Adolescent Psychiatric Clinics of North America, 2, 193–208.

Stanovich, Keith E. (1985). Explaining the variance in reading ability in terms of psychological processes: What have we learned? Annals of Dyslexia, 35, 67–96.

Vellutino, F. R., & Scanlon, D. M. (1986). Experimental evidence for the effects of instructional bias on word identification. Exceptional Children, 53, 145–155.

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