volume 1, issue 1, P63-71 2015
DOI: 10.33919/esnbu.15.1.5
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Abstract: Dyslexia is a specific learning difficulty which resists conventional teaching methods. The phonological deficit hypothesis of dyslexia determines the present day focus on phonics targeting the primary area of difficulties experienced by learners with dyslexia – decoding. Phonological instruction, however, needs to be accompanied by the development of comprehension skills and presented within a rich language environment. Verbal memory and processing difficulties, typically associated with dyslexia, as …

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