[New scientific and practical education for successful reading training under difficult circumstances]

Neither traditional dyslexia research nor intensive efforts undertaken by the special education sector in reading-writing education have hitherto been able to remedy the fact that relatively large numbers of special education students are unable to read and write when they leave school. Learning to read and write continues to mean drudgery for many children. Experimental research in reading and writing learning processes has achieved approaches capable of providing effective help specifically to the "hard-core" cases of reading and writing failure. This, however, presupposes an understanding of the information processing and storage processes required in reading function, or, rather, of the deficiencies involved. The present contribution therefore intends to familiarize the special education practitioner with the still widely unknown psychological foundations of cognition and memory that are indispensable for implementing effective reading education course.