NCJ Number
5823
Date Published
1972
Length
87 pages
Annotation
FOLLOW-UP STUDIES OF THREE GROUPS OF INDIVIDUALS WITH READING, WRITING, AND SPELLING DISORDERS, WHO WERE GIVEN SPECIAL REMEDIAL TRAINING.
Abstract
INDIVIDUALS, OF ADEQUATE INTELLIGENCE, WHO RECEIVE CONVENTIONAL INSTRUCTION BUT FAIL TO ATTAIN LANGUAGE SKILLS OF READING, WRITING, AND SPELLING COMMENSURATE WITH THEIR INTELLECTUAL ABILITIES AND ENVIRONMENTAL OPPORTUNITIES, ARE DEFINED AS DYSLEXIACS. THE PRIMARY STUDY SOUGHT TO DETERMINE IF A GROUP OF 83 DYSLEXIC JOB TRAINEES WHO WERE GIVEN SPECIAL READING AND WRITING REMEDIATION HAD REGRESSED OR CONTINUED TO FUNCTION ON HIGHER SOCIOECONOMIC LEVEL THAN BEFORE THE TRAINING. ALSO EXAMINED WERE THE EFFECTS OF READING REMEDIATION ON A GROUP OF STUDENTS IN A CITY COLLEGE CONTINUING EDUCATION CLASS AND STUDENTS IN A HIGH SCHOOL FOR DELINQUENT BOYS. A HIGH INCIDENCE OF DYSLEXIA WAS FOUND AMONG YOUTHS EXHIBITING ANTISOCIAL BEHAVIOR, BUT SUBSTANTIAL IMPROVEMENTS IN SOCIAL ATTITUDES OCCURRED WITH READING REMEDIATION. A HIGH DEGREE OF SUCCESS CAN BE ACHIEVED IN TEACHING DYSLEXIACS AND THE RESULTING IMPROVEMENT RAISES THE INDIVIDUAL'S SELF-ESTEEM, WHICH IN TURN BRINGS ABOUT LASTING UPGRADED ECONOMIC AND SOCIAL STATUS. (AUTHOR ABSTRACT MODIFIED)