Andrews N, Shaw J E
Child Care Health Dev. 1986 Jan-Feb;12(1):53-62. doi: 10.1111/j.1365-2214.1986.tb00486.x.
A survey of remedial teaching based on a particular method and carried out in an NHS clinic over 2 years has been presented. The findings suggest a differential pattern of improvement both for reading and spelling as well as for type of learning difficulty, whether 'backward' or 'specifically retarded'. A plea for early recognition of specific learning difficulties and the provision of appropriate remedial teaching is made as the present findings suggest that a structured method of teaching can lead to improvement in both reading and spelling.
本文介绍了一项在国民健康服务体系（NHS）诊所中基于特定方法开展的为期两年的补救教学调查。研究结果表明，无论是阅读和拼写，还是学习困难类型（无论是“落后”还是“特定学习障碍”），都呈现出不同的改善模式。鉴于目前的研究结果表明结构化教学方法可提高阅读和拼写能力，因此呼吁尽早识别特定学习困难并提供适当的补救教学。
