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Abstract
A remediation programme was devised and implemented in a case study of a developmental phonological dyslexic. Psycholinguistic assessment determined the developmental stage at which the subject's acquisition of reading skills had arrested. This was determined to be at the logographic stage of reading (Frith, 1985) so his pattern of performance resembled that of phonological dyslexics. Remediation focused on development of an alphabetic or phonological strategy for reading. The efficacy of remediation was investigated employing a single-subject case study incorporating a crossover design with multiple baseline and repeated pre- and post-therapy measures. The results of therapy indicated significant improvement in phonological reading skills as a consequence of the treatment. In addition, these effects generalised to untreated items and were accompanied by changes in reading strategy. Theoretical explanations and practical implications of the results are discussed.
