This study reports the effects of a highly structuredindividually administered remedial teaching programmefor children with reading difficulties. Thephonological awareness, reading accuracy and spellingattainments of 28 children diagnosed as having low IQ(Mean IQ = 66, SD = 5.3) were compared with those of29 children diagnosed as having discrepancy defineddyslexia (Mean IQ = 95, SD = 8.4). The responsivenessto intervention of each group was also compared withteacher-referred reading-delayed children matched forinitial literacy skills. For reading accuracy andphonological awareness the dyslexic group respondedmore successfully than the low IQ group. The twogroups did not differ significantly on spelling. It isargued that the reading accuracy and phonologicalawareness results are in keeping with thephonological-core variable-difference (Stanovich &Siegel 1994) model of reading disability and that thegains of all groups on all measures were such thatthere is no obvious benefit in using IQ to selectchildren for a programme of individual teaching whichcombines reading with phonological awarenesstraining.
Reading and Writing – Springer Journals
Published: Oct 7, 2004
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