Abstract
The theoretical statement that phonological processes are the key to early and efficient acquisition of reading skills is no longer controversial within mainstream reading research, although there is ongoing investigation of how phonological skills are related to acquisition of word recognition. Within this theoretical framework, general remedial guidelines for dealing with dyslexia are illustrated. A core technical component in the remedial program is the “talking” computer, which gives support and feedback through synthesized speech. The results of a series of small quasi-experimental studies indicated positive treatment effects. Dyslexic students who enjoyed the benefit of computer training with speech feedback gained more in reading and spelling performance compared to students who had access only to conventional special education.
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