Intervention for Dyslexia - The British Dyslexia Association

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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
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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
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