CHILDREN WITH READING DISORDERS—I. EFFICACY OF READING REMEDIATION

Abstract

The efficacy of reading remediation, which emphasized phonetic decoding, was investigated in children with pure reading disorders, controlling for the influence on nonspecific treatment effects. Children (61) were randomly assigned to receive instruction in reading or in other subjects for 4 mo. Children were reevaluated immediately after and 2 and 8 mo. after the cessation of the intervention. The children who had received reading remediation obtained significantly higher scores than did the controls on all reading tests. Some of the treatment advantages were maintained beyond the treatment period. Results clearly support the efficacy of reading remediation which emphasizes phonetic skills. The study does not address itself to whether this treatment method differs from other remedial interventions.