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Teaching Children with Dyslexia: What’s Provenand What’s NotValerie MuterUniversity College Londonv.muter@btinternet.comThis workshop explores the wide range ofinterventions developed to help amelioratereading difficulties in children with dyslexia.While teaching methodologies aimed at tacklingliteracy difficulties at the cognitive (phonological)and behavioural (phonic) levels are wellsupported by research studies, interventionsdeveloped from biologically-based neurosciencetheory (though becoming increasingly popular)are more controversial. This workshop aims toprovide teachers with a methodology for judgingwhether a given intervention is well groundedand validated in both theory and practice byemphasising the importance of randomisedcontrolled trials (RCTs) in determining theefficacy of new teaching methodologies.Examples of good versus inadequate CRTs willbe presented and delegates will be given theopportunity to participate in discussions ofwhether a proposed intervention lives up to itsclaims.
