ABSTRACT
One of the many fine things about the research of Isabelle Liberman and her colleagues is that their experimental comparisons of good and poor readers have not been restricted to reading performance. They have also investigated their subjects’ speech perception, verbal short-term memory, and linguistic awareness, not only demonstrating clear differences between the two reading groups but also providing evidence that poor readers’ problems may be specifically phonological. Brady's current research extends this approach, comparing good and poor readers’ performance not only in perceptual and memorial tasks but also in various speech production tasks (Rapala & Brady, 1990).
