Using regression-based procedures introduced by A. Castles and M. Coltheart (1993), the authors identified 17 phonological and 15 surface dyslexics from a sample of 68 readingdisabled 3rd-grade children by comparing them to chronological-age (CA) controls on exception word and pseudoword reading. However, when Ihe dyslexic subtypes were defined by reference to reading-level (RL) controls, 17 phonological dyslexics were defined but only 1 surface dyslexic. When the CA-defined subtypes were compared to RL controls, the phonological dyslexics displayed superior exception word reading but displayed deficits in pseudoword naming, phonological sensitivity, working memory, and syntactic processing. The surface dyslexics, in contrast, displayed a cognitive profile remarkably similar to that of the RL controls.There is considerable face validity to the idea that reading disabled individuals differ among themselves in the way that they have become poor readers and in the cognitive underpinnings of their disability. Yet the field has made very little progress toward defining separable groups of disabled readers. For example, the idea that separate subgroups of poor readers could be defined based on aptitudeachievement discrepancies has not proven fruitful for the reading disabilities field (

Parallel measures of phonological, syntactic, and orthographic processing skill and reading were administered in English and in Chinese to 65 children whose 1st language (LI) was Cantonese and whose 2nd language (L2) was English. Phonological skill was correlated across LI and L2. Phonological skill in both LI and L2 was correlated with L2 reading and contributed a unique variance to L2 reading, even though the children's LI was not written in an alphabetic orthography, whereas the 2nd language had an alphabetic orthography. This research adds to a growing body of evidence for cross-language transfer of phonological processing in L2 learning of English-as-a-Second-Language students.Phonological processing skill is strongly related to reading performance in monolingual English speakers (e.g., Gough, Ehri,

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First-language (L1) and 2nd-language (L2) oral language skills and L2 word reading were used as predictors to test the simple view of reading as a model of 2nd-language reading comprehension. The simple view of reading states that reading comprehension is related to decoding and oral language comprehension skills. One hundred thirty-one Spanish-speaking English learners (ELs) were tested in 1st grade and many were followed into 2nd grade, including a full sample of 79. Structural equation modeling confirmed that a 5-factor measurement model had the best fit, suggesting that L1 and L2 phonological awareness should be viewed as separate but related constructs and that L1 and L2 oral language proficiency, measured by vocabulary and grammatical awareness, were separate constructs. The structural model indicated that for this group of ELs, who were educated in English, English oral language proficiency and word reading were the strongest predictors of English reading comprehension. Other models that deleted 1 of these crucial components resulted in significantly poorer fit. Therefore, the results support the validity of the simple view of reading as a model for the development of reading comprehension in young ELs. Implications for theory and practice, specifically assessment of ELs, are discussed.

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