Concrete abstract vocabulary: not necessarily a contradiction of terms
Date
2011
Authors
Thiessen, M.
Editors
Fadel, L.M.
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Conference paper
Citation
Selected readings of the 5th Information Design International Conference: research and practice, 2011 / Fadel, L.M. (ed./s), pp.208-222
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5th Information Design International Conference (28 Aug 2011 - 31 Aug 2011 : Brazil)
Abstract
Dyslexic individuals tend to struggle to gain literacy skills due to a deficit with verbal language skills but alongside this difficulty they also tend to show strengths with tasks related to nonverbal processing. If literacy materials can be generated so that dyslexic children are able to rely more on their strengths, they may be able to develop into fluent readers at a more typical rate. This study investigates whether children with dyslexia are able to learn abstract vocabulary more efficiently when using learning material that promotes the use of both the verbal and nonverbal cognitive subsystems (dual-channel) compared to more traditional verbal only (single-channel) presentations.
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Copyright 2013 SBDI