ABSTRACT
The traditional view of teaching dyslexic children is based on a number of well-founded principles that suggest that dyslexic children would benefit from a teaching programme which is characterised by its multi-sensory, sequential, cumulative and structured nature. Often this type of programme is implemented on a one-to-one basis with considerable overlearning. While this procedure may be effective for those with a low baseline in literacy, it is suggested here that this can perform a disservice to many dyslexic children by overlooking metacognitive aspects of learning, potential in thinking skills and learning styles.
