Five 8- to 10-year-old children with dysphonetic and dyseidetic dyslexia were given instruction in reading comprehension using a story grammar strategy in which story instruction was differentially designed to match the simultaneous or sequential mental processing strengths of each dyslexia subtype. A multiple baseline, single subject experimental design and statistical analyses indicated that the experimental treatments yielded statistically and clinically significant improvements in the proportion of qualitatively important story elements recalled by the subjects, when compared to baseline traditional remedial instruction. The results suggested that students with dyslexia can increase their reading comprehension with training in metacognitive strategies. The question of whether the results were attributable to the subtype-matched methods per se or to strategy training in general, as well as a number of methodological issues, is being explored in subsequent research.
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