The efficacy of teaching dyslexics

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Abstract
A survey of remedial teaching based on a particular method and carried out in an NHS clinic over 2 years has been presented. The findings suggest a differential pattern of improvement both for reading and spelling as well as for type of learning difficulty, whether ''backward'' or ''specifically retarded''. A plea for early recognition of specific learning difficulties and the provision of appropriate remedial teaching is made as the present findings suggest that a structured method of teaching can lead to improvement in both reading and spelling.

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