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Title: The use and efficacy of a typology of reading disorders in implementing different remediation strategies for children with specific reading difficulties
Author: Burnes, S. M.
Awarding Body: University College of Swansea
Current Institution: Swansea University
Date of Award: 1988
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This is a study of the value of a typology of the specific reading difficulties for providing guidance in the selection and implementation of remedial tuition. The review of the literature led to the postulation of three null hypotheses. First, that there would be no difference between children with specific reading difficulties treated by a remedial programme, and those who were not. Secondly, that underachieving and low achieving readers would not differ in their response to the same treatment. Thirdly, that the efficacy of the two remediation programmes used would not be significantly different (as evidenced by the reading performance of subjects treated by each method in comparison with their respective controls). Data were gathered by the implementation of two different approaches to remediation with children who were members of four subtypes of specific reading difficulties. The intervention was preceded and followed by the administration of five reading tests to record any change in performance that may have occurred during the intervention period. Statistical analysis of the data found there to be insufficient evidence to reject any of the null hypotheses posed. Although the findings failed to demonstrate clearly the efficacy of intervention, it was found that there was a differential response to the same treatment by members of different subtypes. Therefore it is argued that remediators need to take account of the heterogeneity amongst children with specific reading difficulties when prescribing treatment. The findings also indicate that underachieving and low achieving members of the same subtype do not differ significantly in their response to remediation. Finally it is concluded that, for typologies to be of value in aiding remediation, care must be exercised in the choice and testing of variables to form the basis of the typology, and in the interpretation of the resulting classification.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available