THE RELATIONSHIP BETWEEN MODAL PREFERENCE AND "DYSLEXIA"

Abstract

The purpose of the present study was to compare the performance of dysphonetic dyslexics when matched or mismatched with instructional strategies. It was the purpose of the study to determine what happened when a child was instructed to his presumed modality and when he was not.;Eighty-eight third and fourth graders were identified as Group I dysphonetic dyslexics according to Boder's criteria. The final sample of subjects was drawn from a pool of four hundred students in New York, New Jersey and Long Island. Subjects were randomly assigned to either a Sight or Phonic method of instruction. A battery of psychometric tests including the Boder Reading Spelling Patterns Test were administered. The BRSPT was used for pre- and posttesting.;Instructional time for the students was one hundred minutes over a five day period on an individual basis. Instruction and testing were done by teachers specifically hired for the study. "Reading" in this study referred to word recognition only.;The conclusions that were drawn from the study were, that for reading, Boder's theory of teaching to the match for dysphonetic dyslexics was supported because subjects trained using the sight method, scored significantly higher on the flash (instant recognition) reading of words, on the reading of words on which they had been specifically trained, on reading phonic words both known and unknown, and on reading nonphonic words, both known and unknown.;Regarding spelling, the sight group scored significantly higher than did the phonic group on spelling phonic words both known and unknown, and on spelling nonphonic words both known and unknown. However, neither group improved significantly on the spelling of known words or on the spelling of unknown words.;Although the gains made by the group taught to read and spell via the sight method were significant, some students who had been trained using the phonic method also showed improvement. However, as a group, the gains made by children taught by the phonic method were not significant.;There was an interaction effect for reading but not for spelling. Boder's theory that as reading improved for dysphonetic dyslexics, their spelling lags behind, was supported. This theory was also supported in the literature (Naidoo, 1970; Critchley, 1964, 1970).;Boder's theory that her test the BRSPT could delineate dysphonetic dyslexics was supported in this study.