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An Experimental Study of Multi-Sensory Teaching with Normal and Retarded Readers

  • Charles Hulme
  • Lynette Bradley
Part of the NATO ASI Series book series (ASID, volume 18)

Abstract

It is now well established that there are a number of children who, despite adequate general intelligence, experience inordinate difficulties in learning to read and to write (Rutter, Tizard, & Whitmore, 1970; Clark, 1970). A considerable amount of research in recent years has been directed towards defining and understanding the nature of these children’s reading difficulties (for reviews, see Vellutino, 1979; Hulme, 1981; Rutter & Yule, 1973). It is clear from this body of research that in many cases reading retardation is associated with subtle impairments of language function and deficits in verbal memory. In contrast to this, however, deficits in visual perception and memory can be ruled out as a cause in the majority of cases.

Keywords

Normal Reader Reading Difficulty Remedial Teaching Reading Retardation Spelling Ability 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Martinus Nijhoff Publishers, The Hague 1984

Authors and Affiliations

  • Charles Hulme
    • 1
  • Lynette Bradley
    • 2
  1. 1.Department of PsychologyUniversity of YorkHeslington, YorkUK
  2. 2.Department of Experimental PsychologyOxfordUK

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