Intervention for Dyslexia - The British Dyslexia Association

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6.4 Studies of assistive technology with older dyslexic students Miles, Martin and Owen (1998) reported on a study of the effects of using voice dictation software with dyslexic pupils. 12 dyslexic pupils in secondary schools in Devon were studied over a 10-week period. The findings showed that these pupils made an average gain of 13.4 months in reading age (ratio gain 5.4), and 6.1 months in spelling (ratio gain 2.4), and produced 45% more written output in handwriting work than they had before the outset of the project. Sutherland and Smith (1997) carried out a survey of the use of portable word processors by dyslexic students in secondary schools. They found that 88% of the subject teachers who were teaching these students noted significant improvements in presentation and readability of their work, and 78% observed improvements in their spelling. Lange, McPhillips, Mulhern and Wylie (2006) studied 93 secondary school pupils with reading difficulties in Northern Ireland. All were below average in reading and 43% were in the lowest 10% of readers (standard score
impact on reading and spelling, particularly when programs incorporate speech feedback. In addition, CAL can have motivational benefits for children with dyslexia. The difficulties that most, if not all, dyslexic students encounter in secondary school may be addressed using a variety of support techniques. Conventional instruction and training can still have a significant role in this work, but, increasingly, assistive technology is used to support the learning of older dyslexics. Research studies on this are rather thin on the ground, but those that have been published indicate that word processing activities, especially those in which there are enhanced supportive features, 15 significantly improve writing and spelling skills. 15 Enhanced supportive features for word processing include voice dictation, text-to-speech, and sophisticated spell checking that identifies ‘dyslexic-type’ errors; conventional spelling checkers are really designed to identify typing errors rather than spelling errors and rarely provide appropriate corrections for phonological errors (e.g. ‘sitee’ will not be identified by a conventional spell checker as a misspelling of ‘city’). Intervention for Dyslexia 129
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Intervention for Dyslexia A review
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Contents EXECUTIVE SUMMARY ........
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4.3.4 Computer-based screening test
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presuppose any neurological link be
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(0.56 for reading accuracy, 0.91 fo
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instruction in phonics, it cannot b
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Acknowledgements I would like to ex
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The remit calls for conclusions to
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Co-occurring difficulties may be se
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Teacher Status (ATS). In general, c
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Table 1. Why use multisensory teach
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pupils are going to be identified a
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coloured overlay as the criterion f
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have reported standard scores; unfo
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2 Intervention studies in the US an
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progressing normally (36 boys and 2
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training in phonological awareness,
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subtest. All these children were in
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intervention identified by Vaughn a
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Vaughn & Linan-Thompson, 2003). Ove
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1. Lindamood Auditory Discriminatio
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and writing. Students were taught i
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evised as the Lindamood Phoneme Seq
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2.5.10 Torgesen et al. (2004) Torge
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period 1995-2003 were identified, a
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“The actual reading impairment a
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from multisyllabic words. Instructi
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3 UK intervention studies 3.1 Stage
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and effect sizes of 0.55 for readin
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used Lexia for 10 weeks, after whic
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structured phonologically-based sec
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3.3.9 SIDNEY Norgate and Bentote (2
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Table 6. Summary of results of UK i
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Table 6 (continued). Summary of res
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Table 6 (continued). Summary of res
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3.4 Studies in UK specialist dyslex
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Rack and Walker (1994) presented an
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probably require some 1:1 teaching
Page 77 and 78: & Baker, 2008; Frost et al., 2005;
Page 79 and 80: Unlike traditional learning disabil
Page 81 and 82: According to Wolfendale and Bryans
Page 83 and 84: cases). Glascoe and Byrne (1993) ar
Page 85 and 86: Between 1.0 and 1.4: moderate dysle
Page 87 and 88: provided by a study reported in Faw
Page 89 and 90: Against the many advantages of comp
Page 91 and 92: Peer, 1998). A high overall level o
Page 93 and 94: Recently Singleton and Henderson (2
Page 95 and 96: 5.1 Introduction 5.1.1 Scope 5 Read
Page 97 and 98: 5.1.4 Reading Recovery and the teac
Page 99 and 100: writing. To be able to work on word
Page 101 and 102: success of the programme appears to
Page 103 and 104: in a meta-analysis. However, the av
Page 105 and 106: 5.3.2 Every Child a Reader (ECaR) I
Page 107 and 108: phonological awareness compared wit
Page 109 and 110: (accuracy or comprehension or both)
Page 111 and 112: 5.5.2 Key Stage 1 results of Readin
Page 113 and 114: 100 90 80 70 60 50 40 30 20 10 0 2
Page 115 and 116: ‘accelerated progress’ children
Page 117 and 118: It is not until Level 2b that child
Page 119 and 120: Reading Recovery specifically benef
Page 121 and 122: 6 Computer technology and support o
Page 123 and 124: 6.2.1 The advantages of computer as
Page 125 and 126: and Olson, 2000). Software designed
Page 127: new phonic principle was introduced
Page 131 and 132: Berninger, V.W., & Hidi, S. (2006)
Page 133 and 134: Clay, M.M. (1993a) Observation Surv
Page 135 and 136: www.standards.dfes.gov.uk/primary/p
Page 137 and 138: Frost, J. & Sørensen, P.M. (2007)
Page 139 and 140: Hatcher, P.J. (2003) Reading Interv
Page 141 and 142: Kuhn, M.R. & Stahl, S.A. (2003) Flu
Page 143 and 144: Marks, A. & Burden, B. (2005) How U
Page 145 and 146: Olofsson, Å (1992) Synthetic speec
Page 147 and 148: Reason, R. & Boote, R. (1994) Helpi
Page 149 and 150: Singleton, C.H. (1977) Dyslexia or
Page 151 and 152: Speece, D.L., Case, L.P. & Molloy,
Page 153 and 154: Torgesen, J.K., Alexander, A.W., Wa
Page 155 and 156: Vaughn, S. & Roberts, G. (2007) Sec
Page 157: Wilson, J. & Frederickson, N. (1995
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