Phonological dyslexia
Therapy programmes based on:
teaching of grapheme-phoneme correspondences (Kendall et al. 1998),
teaching phonological awareness skills (Conway et al. 1998).
Gains in both real word and nonword reading.
Deep dyslexia
Blend phonemes to make words and nonwords (De Partz - 1986);
Grapheme-phoneme correspondences by associating letters with the phonemes (from 0 to 90% improvement, regularization of irregular words);
A separate lexically based treatment improved reading of trained and untrained words (Stadie and Rilling - 2006);
The technique improved the ability to read words of high imageability (Nickels - 1992).
Pure alexia (1)
Tracing letters with a finger (Benson et al – 1971):
treatment based on finger spelling led to a 50% increase in reading speed with 100% accuracy (Maher et al. - 1998);
Name visually presented letters (become letter-by-letter readers):
Greenwald and Tothi (1998) report a successful therapy programme of this kind (patient’s ability to recognize orally spelled words is preserved).
Pure alexia (2)
Relearn the alphabet (Hinshelwood - 1990);
Teach a small set of high frequency words by sight;
Recognize groups of letters that co-occur frequently;
Recite the alphabet in an attempt to find the name of the letter being looked at (Mycroft et al. - 2002).
None proved effective despite the patient’s high motivation.
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