Die audiblox-program as aanvullende tegniek tot remediërende onderwys

English: Each school has a significant percentage of learners with learning disabilities who receive Remedial Education in addition to their classroom teaching. There are numerous approaches to the treatment of learning disabilities of which Remedial Education is one. Remedial Education comprises of a number of techniques. The Audiblox Programme is one such technique which is based upon one of the approaches to the treatment of learning disabilities, namely process training. As a process training approach Audiblox is considered by many researchers as a controversial programme. The purpose of this research is to determine the supplementary value of the Audiblox Programme in Remedial Education. If learners who are already receiving Remedial Education undergo the Audiblox Programme at the same time, what effect would this have on their scholastic performance, specifically reading and spelling abilities? A study of the literature was undertaken to find a frame of reference within which this research could be accommodated. The relevant phenomena, i.e. Remedial Education and Audiblox, as well as generally controversial techniques, were defined and investigated. After a thorough analysis of the literature no evidence could be found to prove the effectiveness of the Audiblox Programme as a remedial technique. The findings in this research however, cannot be verified with findings from previous investigations. The empirical part of this research was conducted by means of the z-test for related groups. The following hypothesis was tested: the reading and spelling abilities of Remedial Education learners (RE learners) who are subjected to the Audiblox Programme in addition to the ordinary Remedial Programme, will improve more than that of RE learners who only underwent the Remedial Programme. This hypothesis was tested over the short, as well as the long term. In a companson between the experimental and the control groups, t-d values were calculated for both reading and spelling. All four of the calculated t-d values are less than the critical value and subsequently the nil hypothesis cannot be rejected This means that no indication was found that the Audiblox Programme is effective in improving the reading and spelling abilities of RE learners - neither in the short-, nor in the long term. Thus, the supplementary value of Audiblox - as it was implemented in this research _ was found to be insignificant. When the Audiblox Programme is classified as process training (as it has been indicated in this research) these findings do correspond with the majority of research results on this subject. Due to the practical constraints of this research (resulting, inter alia, in a small sample) it is advisable that this study be repeated, using a much larger sample.