Abstract
American and British traditional programmes for teaching dyslexics have been based, after Orton, on a logical analysis of the English language in terms of phonemes. However recent research by Treiman, Goswami and others has demonstrated that children normally are first aware of larger units and only later discriminate phonemes. Moreover, distinctions are first observed within the word and this is the basis of later ability to manipulate smaller units to form words. It is argued here that more attention to these developmental patterns might overcome some of the difficulties shown by dyslexics in the early stages of special teaching and might also cue them into valuable ways of thinking which will help them to make independent progress in the future. © 1997 John Wiley & Sons, Ltd.
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