ABSTRACT
While there has been a good deal of recent research into the aetiology of children with specific learning difficulties (dyslexia), very little of this has been related to teaching methodology, or has evaluated specific teaching methods (see Gittleman and Feingold, 1983, for review). This paper addresses the issues of teaching methodology, and its relation to developmental perspectives. Three short studies will be outlined, giving further data in evaluating the progress of samples of children attending a special school for dyslexics. This adds to data already presented (Thomson, 1986, 1988).
