achievement that directly relate to the reading process (Goswami & Bryant, 1990).

Specifically, this study suggests that the psychological assessment for determining a

reading fluency problem should include tests for rapid naming, phonological awareness,

visual perception, and ocular motor functions. The primary findings of this study revealed

that visual perception skills are significantly correlated with children's reading fluency.

Interestingly, reading researchers have ignored the role of nonlinguistic factors (e.g.,

visual factors) in their research. The current study suggests that future research on

reading and language disorders should be aimed at identifying and characterizing all

nonlinguistic perceptual deficits and determining the impact of those deficits on reading

and language processing.

Effective reading intervention for subtypes of RD

 Many researchers have reported that reading programs, such as Success for All, the

Winston-Salem Project, The Boulder Program and Reading Recovery, were significantly

successful in improving children's reading level. (Clay, 1985, 1993a, 1993b; Hiebert,

Colt, Catto, and Gury, 1992; Greaney, Tunmer, & Chapman, 1997). For example,

Hiebert, Colt, Catto, and Gury (1992) reported that 77% of the students with reading

difficulties who participated in their intervention project were able to achieve primer

level reading at the end of first grade. In contrast, only 18% of a comparison group who

participated in a traditional Title I program achieved that level of reading proficiency at

the end of first grade. While almost half (47%) of the students in the conventional Title I

program remained nonreaders at the end of first grade, only 7% of the early intervention

students remained nonreaders. Similarly, other research findings suggest that these

programs are significantly effective in improving the participants' reading level (add

other citations here). Nonetheless, these programs have failed to take a close look at