Academic Achievements of College Graduates With Learning Disabilities Vis-a-Vis Admission Criteria and Academic Support.

Postsecondary entrance examination scores are generally low predictors of college achievement (grade point average [GPA]) for students with learning disabilities (LD). The difficulties with meeting academic requirements have raised the awareness of the needs of students with LD for support services. The present study examined the adequacy of entrance criteria to academic studies for students with LD and the effectiveness of three support levels during their academic studies in increasing their academic gains.

Deficient morphological processing in adults with developmental dyslexia: another barrier to efficient word recognition?

Research on dyslexia has focused on the phonological level of linguistic analysis. Here we extend the investigation of the linguistic competence of individuals with dyslexia to the morphological level of linguistic analysis. We examine whether adult Hebrew readers with dyslexia extract and represent morphemic units similarly to normal readers.

The contribution of frequency and semantic similarity to morphological processing.

This research investigated the role of frequency and semantic factors in the processing of morphologically complex words. Unaffixed targets were immediately preceded by either inflected or derived primes that were either high or low in frequency. In Experiment 1, low-frequency inflections and derivations produced equivalent priming effects, whereas high-frequency inflections produced more priming than derivations.