Application of Cognitive Models to Remediation in Cases of Developmental Dyslexia

The chapter is concerned with the remediation of reading and spelling disorders in cases of childhood dyslexia. Three theoretical approaches of possible relevance are: (1) a cognitive architecture representing the modular structure of the orthographic systems ( Ellis & Young, 1988 ); (2) a developmental stage model ( Frith, 1985 ); or (3) an account of the content and structural organisation of a developing orthographic framework ( Seymour, 1990b ). Two case studies of eight year old boys are reported. A cognitive assessment, using a word/nonword contrast, suggested different presenting patterns, with D.K. being a case of phonological (dysphonetic) dyslexia and R.C. of morphemic (dyseidetic, surface) dyslexia. The intervention was directed towards the establishment of an orthographic structure and involved standard pedagogic techniques with controls on cognitive focus (reading/spelling, lexical/nonlexical) and organisation (2D, 3D). The subjects differed in their response to the intervention, with R.C. retaining essentially the same processing pattern, while D.K. showed a resolution of his difficulties in spelling plus a strategic change in reading. Manipulation of aspects of the teaching approach did not produce clear effects. It was concluded that dyslexic cases may show distinctive patterns and may respond differently to instruction, but that they confront a common task of forming an orthographic framework. The critical remaining question appeared to be one of defining the content of this structure and the way in which an initial core system may be expanded.