Lukemis- ja kirjoittamishäiriöinen erityisopetuksessa

Abstract

This study is concerned with the effects of remedial teaching on the acquisition of reading and spelling skills of dyslexic children. The theoretical frame of reference is that of comprehensive model of school learning adapted by Keeves. The problems of the empirical study were divided as follows: 1) Problems connected with the description of remedial teaching. 2) Problems connected with the effects of remedial teaching. 3) Problems connected with the research model. The research carried out at the primary level of the comprehensive school during the years 1975-79. There were 1574 1st grade pupils who took part in the screening tests. The beginning of autumn term 1975 pupils (2 nd grade, N=117) were studied with regard to the development of their reading and spelling skills for two school years. On the basis of t-tests, discrimination analyses, and covariance ana1yses, it was possible to conclude that the effects of remedial reading and writing instruction in the spring of the third grade were limited to mechanical reading and writing skills. The structural variables of the home environment - support of school attendance, educational intentions directed at the child, biosocial environmental factors, and family socia1 interaction - explained the pupil's level of reading and writing skills clearly less than did variables tied to the pupil's beginning competence. The qualitative features of the special instruction given a dyslexic child, such as the material level and the special teacher’s, teaching skill, explained the level of reading and writing skill better than the quantity of special instruction.