Remediation for subgroups of retarded readers using a modified oral spelling procedure / Margot PRIOR in Developmental Medicine & Child Neurology, 29-1 (February 1987)

Public ISBD [article]  inDevelopmental Medicine & Child Neurology > 29-1 (February 1987) . - p.64-71 Titre : Remediation for subgroups of retarded readers using a modified oral spelling procedure Type de document : Texte imprimé et/ou numérique Auteurs : Margot PRIOR, Auteur ; Sally FRYE, Auteur ; Claire FLETCHER, Auteur Année de publication : 1987 Article en page(s) : p.64-71 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The effectiveness of Bradley's modification of the method of Simultaneous Oral Spelling (SOS) remedial training for both spelling and reading was assessed in this study. Subgroups of disabled readers, 'Chinese' (dysphonetic) and 'Phonecians' (dyseidetic), received six remedial sessions and were assessed immediately after treatment and then two months later on spelling of the training words and on general reading measures. Compared with a non-treated group, the two experimental groups showed significant but different general gains in reading. SOS training appears to be more effective for the teaching of regular words, as opposed to exceptional ones. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=623 [article] Remediation for subgroups of retarded readers using a modified oral spelling procedure [Texte imprimé et/ou numérique] / Margot PRIOR, Auteur ; Sally FRYE, Auteur ; Claire FLETCHER, Auteur . - 1987 . - p.64-71. Langues : Anglais (eng) in Developmental Medicine & Child Neurology > 29-1 (February 1987) . - p.64-71 Index. décimale : PER Périodiques Résumé : The effectiveness of Bradley's modification of the method of Simultaneous Oral Spelling (SOS) remedial training for both spelling and reading was assessed in this study. Subgroups of disabled readers, 'Chinese' (dysphonetic) and 'Phonecians' (dyseidetic), received six remedial sessions and were assessed immediately after treatment and then two months later on spelling of the training words and on general reading measures. Compared with a non-treated group, the two experimental groups showed significant but different general gains in reading. SOS training appears to be more effective for the teaching of regular words, as opposed to exceptional ones. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=623

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