Abstract
Skill in reading long words is prerequisite to dyslexics' literacy. Instant recognition of printed symbols is easy for those readers with photographic memories, but dyslexics often fail to recognize visually many long words which are actually familiar to them auditorially. Scientific, automatic, multisensory procedures for dividing longer words into easily read syllables can enable students to translate visual symbols rapidly and thereby to read, write, or spell accurately words of any length.Over one thousand dyslexics, aged seven to fifteen, guided the interdisciplinary team at Texas Scottish Rite Hospital in Dallas to develop, observe results, and test specific structured, sequential steps in working out longer words. The ten-year study (1965-1975) in the Language Laboratory of the Hospital established the Alphabetic Phonics curriculum which is now used successfully, not only in remedial groups but in regular classes of any size or age, in public and private schools in 45 states and six foreign countries.The newly-established Aylett Royall Cox Institute in Dallas prepares teachers and Master Instructors to train both students and other teachers. Comparable Alphabetic Phonics Teacher Training Centers are already established in Houston and Lubbock, Texas, in Oklahoma City, and at Columbia University Teachers College in New York.
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