Marshall University, Huntington, West Virginia.
Ann Dyslexia. 1993 Dec;43(1):186-93. doi: 10.1007/BF02928181.
Academic problems of the dyslexic child often persist in adult life. Such problems as spelling can interfere with the performance of such adult learners in college. Federal legislation requires reasonable accommodation for these students. At some colleges, this consists of allowing use of tape recorders in lectures and sometimes allowing extra time on examinations. Remediation of reading, writing, and spelling among dyslexic college students is often not addressed. This study reports the use of a modified Orton-Gillingham approach in comparison with a nonphonetic approach and with a group receiving no remediation. The results indicate a significant increase in spelling performance for the group receiving the modified Orton-Gillingham remediation. This contrasts with no significant change in the group receiving nonphonetic remediation and in the control group (no remediation), and indicates that adulthood is not too late for appropriate intervention for the dyslexic student. Colleges offering such intervention and the students receiving it will benefit from improved performance.
阅读障碍儿童的学业问题往往会持续到成年期。拼写等问题会干扰这些成年学习者在大学中的表现。联邦立法要求为这些学生提供合理的便利。在一些学院，这包括允许在讲座中使用录音机，有时还允许在考试中延长时间。阅读、写作和拼写方面的补救措施往往没有得到解决。本研究报告了使用改良的 Orton-Gillingham 方法与非语音方法以及未接受补救措施的组进行比较的结果。结果表明，接受改良 Orton-Gillingham 补救措施的组在拼写成绩上有显著提高。这与接受非语音补救措施的组和对照组（无补救措施）没有显著变化形成对比，表明对于阅读障碍学生来说，成年期进行适当干预并不算太晚。提供这种干预措施的学院和接受这种干预措施的学生将从提高的表现中受益。
