A comparison of the responses of dyslexic, slow learning and control children to different strategies for teaching spellings

✍ Scribed by P. L. Brooks; S. A. J. Weeks

• Publisher: John Wiley and Sons
• Year: 1998
• Tongue: English
• Weight: 128 KB
• Volume: 4
• Category: Article
• ISSN: 1076-9242
• DOI: 10.1002/(sici)1099-0909(1998120)4:4<212::aid-dys120>3.0.co;2-q

✦ Synopsis

Much research has been devoted to the development of literacy skills and to detailing processes in the early acquisition of reading and writing. However, little research in this area has linked cognitive profiles with teaching methods. This work viewed children who were underachieving given their cognitive status, those who were learning slowly and children experiencing no difficulties. The results indicated significant differences between the dyslexic, slow learning and normal control children, with the dyslexics performing best with visual/semantic methods and the slow learners with phonic methods. However, both groups improved less than the controls. The findings suggest the importance of teachers adjusting their teaching to suit the child's cognitive profile in order that success in learning will be optimized.