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Excerpts from: A study of the effectiveness of specific language disability techniques on reading ability of potentially retarded readers

Excerpts from: A study of the effectiveness of specific language disability techniques on reading... Conclusions Several conclusions can be drawn from the experimental study, among them are: 1. Specific Language Disability techniques proved to be of significant value to the experimental group in improvement of word knowledge, word discrimination and reading comprehension. With regular classroom reading lessons the control group actually tested slightly lower in mean percentile scores in all three test areas at the end of the three-year study than did the experimental group. The children were able in the experimental group to comprehend the printed word and understanding developed. 2. Specific Language Disability techniques are of greatest use as a preventative measure when begun before a child has a chance to meet failure in the classroom. If, as this study suggests, techniques produce a significant difference in teaching reading to children with a language dysfunction, then the schools by adopting these techniques will have made a successful step forward in helping children so afflicted. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

Excerpts from: A study of the effectiveness of specific language disability techniques on reading ability of potentially retarded readers

East, Robert C.
Annals of Dyslexia , Volume 19 (1): 5 – Dec 1, 1969
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References (18)

Publisher
Springer Journals
Copyright
1969 The Orton Society Inc.
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/BF02653565
Publisher site
See Article on Publisher Site

Abstract

Conclusions Several conclusions can be drawn from the experimental study, among them are: 1. Specific Language Disability techniques proved to be of significant value to the experimental group in improvement of word knowledge, word discrimination and reading comprehension. With regular classroom reading lessons the control group actually tested slightly lower in mean percentile scores in all three test areas at the end of the three-year study than did the experimental group. The children were able in the experimental group to comprehend the printed word and understanding developed. 2. Specific Language Disability techniques are of greatest use as a preventative measure when begun before a child has a chance to meet failure in the classroom. If, as this study suggests, techniques produce a significant difference in teaching reading to children with a language dysfunction, then the schools by adopting these techniques will have made a successful step forward in helping children so afflicted.

Journal

Annals of Dyslexia – Springer Journals

Published: Dec 1, 1969

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