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Direct linkSaez-Rodriguez, Alberto – Electronic Journal of Research in Educational Psychology, 2009
Background: Dyslexics read concrete words better than abstract ones. As a result, one of the major problems facing dyslexics is the fact that only part of the information that they require to communicate is concrete, i.e. can easily be pictured. Method: The experiment involved dyslexic third-grade, English-speaking children (8-year-olds) divided…
Descriptors: Dyslexia, Visualization, Word Recognition, English
