Neuropsychological treatment of dyslexia in the classroom setting
Goldstein, B.H. & Obrzut, J.E. 2001, in Journal of Learning Disabilities, vol. 34, no.3, pp. 276 — 285.

While a number of studies have focussed on the psychoneurological differences among dyslexic students, there has been a paucity of interventions attempting to connect interventions with psychoneurological types. This study attempts to use Bakker’s model (1990), which classified dyslexics as either P-Type dyslexia (slow word by word readers as a result of extreme difficulty in decoding words) or L-Type dyslexia (excessively fast readers paying scant attention to meaning) sometimes referred to as hyperlexia. He also defined a mixed group (M) who exhibit patterns of both types.

The authors suggest the model has potential for application in the school setting. As they point out ‘Bakker’s (1990) model supports the neuropsychological concept of dyslexia … (his) model has been effective in a clinical setting and may produce effective remediation in a school setting.’ While stressing the difficulties of applying such a model in schools, it might as they conclude ‘offer an effective alternative for individuals with dyslexia who are not responding to conventional reading methods.’