Treating the Core Deficits of Developmental Dyslexia: Evidence of Transfer of Learning after Phonologically- and Strategy-Based Reading Training Programs

Compared two forms of word identification training to promote transfer of learning by dyslexic children. One program taught phonological analysis and blending skills and provided direct instruction of letter-sound correspondences; the other taught the acquisition, use, and monitoring of four metacog...

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Bibliographic Details
Published inDevelopmental psychology Vol. 30; no. 6; p. 805
Main Author Lovett, Maureen W
Format Journal Article
LanguageEnglish
Published 01.11.1994
Subjects
Comparative Analysis
Decoding (Reading)
Dyslexia
Language Processing
Learning Disabilities
Metacognition
Phoneme Grapheme Correspondence
Program Evaluation
Reading Achievement
Reading Improvement
Reading Processes
Transfer of Training
Word Recognition
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Summary:Compared two forms of word identification training to promote transfer of learning by dyslexic children. One program taught phonological analysis and blending skills and provided direct instruction of letter-sound correspondences; the other taught the acquisition, use, and monitoring of four metacognitive decoding strategies. Both approaches were associated with positive effects, transfer on several measures, and generalized achievement gains. (WP)
ISSN:0012-1649
DOI:10.1037/0012-1649.30.6.805