This article describes procedures to overcome the reluctance of a
13-year-old language-impaired pupil to use phonic strategies in reading.
The pupil was suffering from a variety of language deficiencies, of
which labelling problems were the most severe. A 'crash course' of 40
short intervention sessions over a period of three months was given,
involving the use of nonwords. The results, which showed some
improvement in the pupil's performance, are given. The contribution of
the course to this improvement is discussed.
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