Modality Preference and the Teaching of Reading and Spelling to Dyslexic Children


C. Hicks, University of Aston, Gosta Green, Birmingham


Three groups of six dyslexic children with auditory processing difficulties were taught basic literacy skills by one of three methods: (1) by training auditory processing skills; (2) by training visual processing skills; (3) by training a combination of both. The results indicated that children taught by methods (2) and (3) made most progress. Children taught through the auditory modality made no more progress than a matched control group who had received standard remedial help. The results are explained in terms of Birch & Belmont's (1965a,b) inter- and intra-modality integration hypothesis.