Intervention for Dyslexia - The British Dyslexia Association

More documents

Recommendations

Info

Brown, J. (1997) When is a system an ILS? In J. Underwood & J. Brown (Eds.) Integrated Learning Systems: Potential into practice. London: Heinemann. Burroughs-Lange, S. (2006) Evaluation of Reading recovery in London schools: Every Child A Reader 2005–2006. London: Institute of Education. Burroughs-Lange, S. & Douëtil, J. (2007) Literacy progress of young children from poor urban settings: A Reading Recovery comparison study. Literacy Teaching and Learning, 12, 19-46. Carran, D.T. and Scott, K.G. (1992) Risk assessment in preschool children: Research implications for the early detection of educational handicaps. Topics in Early Childhood Special Education, 12, 196-211. Carter, M. & Wheldall, K. (2008) Why Can't a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching. Australasian Journal of Special Education, 32, 5- 21. Catts, H.W., Fey, M.E., Tomblin, J.B. & Zhang, X. (2001) Estimating the risk of futire reading difficulties in kindergarten children: A research-based model and its clinical implications. Language, Speech and Hearing Services in Schools, 32, 38-50 Catts, H.W. & Hogan, T.F. (2003) Language basis of reading disabilities and implications for early identification and remediation. Reading Psychology, 24, 223-246. Center, Y., Freeman, L., & Robertson, G. (2001) The relative effect of a code-oriented and a meaning-oriented early literacy program on regular and low progress Australian students in year 1 classrooms which implement Reading Recovery. International Journal of Disability, Development and Education, 48, 207–232. Center, Y., Wheldall, K., & Freeman, L. (1992) Evaluating the effectiveness of Reading Recovery: A critique. Educational Psychology, 12, 263-273. Center, Y., Wheldall, K., Freeman, L., Outhred, L. & McNaught, M. (1995) An experimental evaluation of Reading Recovery. Reading Research Quarterly, 30, 240-263. Chapman, J., Tunmer, W.E. & Prochnow, J.E. (2001) Does success in the Reading Recovery program depend on developing proficiency in phonological-processing skills? A longitudinal study in a whole language instructional context. Scientific Studies of Reading, 5, 141–176. Chard, D.J., Vaughn, S. & Tyler, B. (2002) A synthesis of research on effective interventions of building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35, 386-406. Clay, M.M. (1985) The early detection of reading difficulties. Auckland, NZ: Heinemann. Clay, M.M. (1987) Learning to be learning disabled. New Zealand Journal of Educational Studies, 22, 155-173. Clay, M.M. (1991) The early detection of reading difficulties. (3 rd edition) London: Heinemann. 132 Intervention for Dyslexia
Clay, M.M. (1993a) Observation Survey of Early Literacy Achievement. London: Heinemann. Clay, M.M (1993b) Reading recovery, a guidebook for teachers in training. London: Heinemann. Clay, M.M. (2002) An observation survey of early literacy achievement, 2 nd edition. Auckland, NZ & Portsmouth, NH: Heinemann. Clay, M.M. (2005) Literacy Lessons Designed for Individuals, Part Two, Teaching Procedures. Auckland, NZ: Heinemann. Clay, M.M. (2006) An observation survey of early literacy achievement. Portsmouth, NH: Heinemann. Clay, M.M. & Cazden, C.B. (1990) A Vygotskian interpretation of Reading Recovery tutoring. In L. Moll (Ed.) Vygostky and education: Instructional implications and applications of sociohistorical psychology. Cambridge: Cambridge University Press, pp. 206-222). Clifford, V. & Miles, M (2004) AcceleRead AcceleWrite: A guide to using talking computers to help children to read and write.(2 nd edition). Cambridge: Iansyst Ltd. Cohen, J. (1988) Statistical power analysis for the behavioral sciences (2 nd edition). Hillsdale, NJ: Lawrence Erlbaum Associates. Connelly, V., Johnston, R.S. & Thompson, G.B. (2001) The effects of phonic instruction on the reading comprehension of beginning readers. Reading and Writing, 14, 423-457. Cornelissen, P. & Singleton, C.H. (Eds) (2007) Visual factors in reading. Oxford: Blackwell. Cowling, K. & Cowling, H. (1993) Toe by Toe: Highly Structured Multi-Sensory Reading Manual for Teachers and Parents. Toe by Toe Publications. Crivelli, V. (2008) Using existing and new technology to support dyslexic children. In C.H. Singleton (Ed.) The Dyslexia Handbook. Bracknell, Berks: The British Dyslexia Association, pp. 81-88. Crivelli, V. Thomson, M. & Andersson, B. (2004) Using information and communication technology (ICT) to help dyslexic children and adults. In G. Reid & A. Fawcett (Eds.) Dyslexia in Context: Research, Policy and Practice. London: Whurr, pp. 304-322. D’Agostino, J.V., & J.A. Murphy, (2004) A Meta-Analysis of Reading Recovery in United States Schools. Educational Evaluation and Policy Analysis, 26, 23-38. Darch, C., Kim, S. & Johnson, J.H. (2000) The strategic spelling skills of students with learning disabilities: The results of two studies. Journal of Instructional Psychology, 27, 15-26. Davidson, J. Coles, D., Noyes, P. & Terrell, C. (1991) Using computer-delivered natural speech to assist in the teaching of reading. British Journal of Educational Technology, 22, 110-118. Intervention for Dyslexia 133
Page 1 and 2:
Intervention for Dyslexia A review
Page 3 and 4:
Contents EXECUTIVE SUMMARY ........
Page 5 and 6:
4.3.4 Computer-based screening test
Page 7 and 8:
presuppose any neurological link be
Page 9 and 10:
(0.56 for reading accuracy, 0.91 fo
Page 11 and 12:
instruction in phonics, it cannot b
Page 13 and 14:
Acknowledgements I would like to ex
Page 15 and 16:
The remit calls for conclusions to
Page 17 and 18:
Co-occurring difficulties may be se
Page 19 and 20:
Teacher Status (ATS). In general, c
Page 21 and 22:
Table 1. Why use multisensory teach
Page 23 and 24:
pupils are going to be identified a
Page 25 and 26:
coloured overlay as the criterion f
Page 27 and 28:
have reported standard scores; unfo
Page 29 and 30:
2 Intervention studies in the US an
Page 31 and 32:
progressing normally (36 boys and 2
Page 33 and 34:
training in phonological awareness,
Page 35 and 36:
subtest. All these children were in
Page 37 and 38:
intervention identified by Vaughn a
Page 39 and 40:
Vaughn & Linan-Thompson, 2003). Ove
Page 41 and 42:
1. Lindamood Auditory Discriminatio
Page 43 and 44:
and writing. Students were taught i
Page 45 and 46:
evised as the Lindamood Phoneme Seq
Page 47 and 48:
2.5.10 Torgesen et al. (2004) Torge
Page 49 and 50:
period 1995-2003 were identified, a
Page 51 and 52:
“The actual reading impairment a
Page 53 and 54:
from multisyllabic words. Instructi
Page 55 and 56:
3 UK intervention studies 3.1 Stage
Page 57 and 58:
and effect sizes of 0.55 for readin
Page 59 and 60:
used Lexia for 10 weeks, after whic
Page 61 and 62:
structured phonologically-based sec
Page 63 and 64:
3.3.9 SIDNEY Norgate and Bentote (2
Page 65 and 66:
Table 6. Summary of results of UK i
Page 67 and 68:
Table 6 (continued). Summary of res
Page 69 and 70:
Table 6 (continued). Summary of res
Page 71 and 72:
3.4 Studies in UK specialist dyslex
Page 73 and 74:
Rack and Walker (1994) presented an
Page 75 and 76:
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 and 128: new phonic principle was introduced
Page 129 and 130: impact on reading and spelling, par
Page 131: Berninger, V.W., & Hidi, S. (2006)
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
show all

Intervention for Dyslexia - The British Dyslexia Association

Create successful ePaper yourself

Delete template?

Save as template?