Modality Preference and the Teaching of Reading and Spelling to Dyslexic Children | Zendy

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Modality Preference and the Teaching of Reading and Spelling to Dyslexic Children

Author(s) -

Hicks Carolyn

Publication year - 1980

Publication title -

british educational research journal

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 1.171

H-Index - 89

eISSN - 1469-3518

pISSN - 0141-1926

DOI - 10.1080/0141192800060206

Subject(s) - spelling , modality (human–computer interaction) , reading (process) , dyslexia , remedial education , preference , psychology , audiology , literacy , mathematics education , linguistics , pedagogy , medicine , computer science , philosophy , human–computer interaction , economics , microeconomics

Three groups of six dyslexic children with auditory processing difficulties were taught basic literacy skills by one of three methods: (1) by training auditory processing skills; (2) by training visual processing skills; (3) by training a combination of both. The results indicated that children taught by methods (2) and (3) made most progress. Children taught through the auditory modality made no more progress than a matched control group who had received standard remedial help. The results are explained in terms of Birch & Belmont's (1965a,b) inter‐ and intra‐modality integration hypothesis.

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