A comparison of phonological skills in children with reading comprehension difficulties and children with decoding difficulties

Article Abstract:

A study of the phonological skills of children with reading difficulties revealed that children with decoding difficulties fared poorly in comparison to children with comprehension problems in spelling words and displayed overall articulation deficiencies. Children with comprehension problems developed their phonological skills on a normal basis according to their age.

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Learning to read in Williams syndrome: looking beneath the surface of atypical reading development

Article Abstract:

This article compares the reading skills of subjects with the genetic disorder Williams syndrome (WS) with typically developing children, focusing on the relationship between general cognition, reading, and phonological ability. Research on the process of learning to read in subjects with WS suggests that their reading development is hindered by weak semantics.

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Exploring the Williams syndrome face-processing debate: The importance of building development trajectories

Article Abstract:

People with Williams syndrome (WS) process faces exactly like normal controls. The details on the debate of face processing in Williams syndrome is examined, on the basis of three new face-processing experiments.

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