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In my own teaching experience I have
found the use of THRASS successful in the teaching of reading to
students with special educational needs. Students have demonstrated
a significant improvement in their phonological skills. Since this
is thought to be crucial for reading and a significant area of
weakness for dyslexics, I have examined my own practice and gone on
to explore ways in which THRASS could be used to teach students with
dyslexia, in line with the Hickey approach: structured, cumulative,
multi-sensory and thorough.
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