Originally published in 1981, this title is based on the author's
doctoral thesis and the research reported was carried out at the
Department of Experimental Psychology, University of Oxford. By the
1980s it was generally recognised that there are a number of
children of adequate general intelligence who nevertheless
experience inordinate difficulties in learning to read. This book
examines some of the possible reasons for those children's reading
difficulties, and at the same time explores the basis of a teaching
technique which was reputed to help them to learn to read. Although
the terminology is very much of the time, this book will still be
of interest to those concerned with the reasons behind the
difficulties children have in learning to read.
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