SPELLING IMPROVEMENT FOR COLLEGE-STUDENTS WHO ARE DYSLEXIC

Academic problems of the dyslexic child often persist in adult life. S uch problems as spelling can interfere with the performance of such ad ult learners in college. Federal legislation requires reasonable accom modation for these students. At some colleges, this consists of allowi ng use of tape recorders in lectures and sometimes allowing extra time on examinations. Remediation of reading, writing, and spelling among dyslexic college students is often not addressed. This study reports t he use of a modified Orton-Gillingham approach in comparison with a no nphonetic approach and with a group receiving no remediation. The resu lts indicate a significant increase in spelling performance for the gr oup receiving the modified Orton-Gillingham remediation. This contrast s with no significant change in the group receiving nonphonetic remedi ation and in the control group (no remediation), and indicates that ad ulthood is not too late for appropriate intervention for the dyslexic student. Colleges offering such intervention and the students receivin g it will benefit from improved performance.