Intervention for Dyslexia - The British Dyslexia Association

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Gomez-Bellenge, F.X., Rodgers, E.M. & Schulzt, M. (2005) Reading Recovery and Descubriendo la Lectura national report 2003–2004. Columbus, OH: Ohio State University. Good, R.H. & Kaminski, R.A. (2002) Dynamic Indicators of Basic Early Literacy Skills. (6 th edition) Longmont, CO: Sopris West. Goodman, K. S. (1986) What’s whole in whole language: A parent-teacher guide. Portsmount, NH: Heinemann. Goouch, K. and Lambirth, A. (Eds) (2007) Understanding Phonics and the Teaching of Reading: critical perspectives. Maidenhead: Open University Press. Gordon, J., Vaughn, S. & Schumm, J.S. (1993) Spelling interventions: A review of literature and implications for instruction for students with learning disabilities. Learning Disabilities Research & Practice, 8, 175-181. Goulandris, N. & Snowling, M.J. (2001) Dyslexia in adolescence: A five-year follow-up study. In Hunter-Carsch, M. & Herrington, M. (Eds.) Dyslexia and effective learning in secondary and tertiary education. London: Whurr, pp. 3-11. Gresham, F.M. (2002) Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 467-519). Mahwah, NJ: Lawrence Erlbaum. Grimes, D. & Shultz, K. (2002) Uses and abuses of screening tests. The Lancet, 359, 881-884. Groff, P. (2004) A critical analysis of the sources of Reading Recovery: an empiricist perspective. Interchange, 35, 31-58. Grossen, B., Coulter, G. & Ruggles, B. (1997) Reading Recovery: an evaluation of benefits and costs. University of Oregon. www.darkwing.uoregon.edu/~bgrossen/rr.htm Haenn, J. F. (2000) Reading Recovery: success for how many? Paper presented at the annual meeting of the American Research Association, New Orleans, LA. Harris, K.R. & Pressley, M. (1991) The nature of cognitive strategy instruction: Interactive strategy construction. Exceptional Children, 57, 392-404. Hasbrouck, J.E., Ihnot, C. & Rogers, G. (1999) Read Naturally: A strategy to increase oral reading fluency. Reading Research and Instruction, 39; 27-38 Haslum, M. (2007) What kind of evidence do we need for evaluating therapeutic interventions? Dyslexia, 13, 234-239. Hatcher, P.J. (2000a) Sound Linkage (2nd edition). London: Pearson. Hatcher, P.J. (2000b) Sound links in reading and spelling with discrepancy-defined dyslexics and children with moderate learning difficulties, Reading and Writing, 13, 257– 72. 138 Intervention for Dyslexia
Hatcher, P.J. (2003) Reading Intervention: A ‘conventional’ and successful approach to helping dyslexic children acquire literacy. Dyslexia, 9, 140-145. Hatcher, P.J., Hulme, C. & Ellis, A.W. (1994) Ameliorating early reading failure by integrating the teaching of reading and phonological skills: the phonological linkage hypothesis. Child Development, 65, 41–57. Hatcher, P.J., Hulme, C., Miles, J.N.V., Carroll, J.M., Hatcher, J., Gibbs, S., Smith, G., Bowyer-Crane, C. and Snowling, M.J. (2006) Efficacy of small group reading intervention for beginning readers with reading-delay: A randomised controlled trial. Journal of Child Psychology and Psychiatry, 47, 820-827. Hedley, I. (2004) Integrated Learning Systems: Effects on learning and self-esteem. In L.Forian & J.Hegarty (Eds.) ICT and Special Educational Needs. Maidenhead, berks: Open University Press, pp. 64-79. Hickey, K. (1977) Dyslexia: A language training course for teachers and learners. Staines: The Dyslexia Institute. Hiebert, Elfrieda. (1994) Reading Recovery in the United States: What Difference Does it Make to an Age Cohort? Educational Researcher, 23, 15-25. IDA (2000) Multisensory teaching. Fact Sheet #69. International Dyslexia Association. www.interdys.org/ewebeditpro5/upload/Multisensory_Teaching.pdf Hobsbaum, A. (1997) Reading Recovery in England. In S.L.Swatz & A.F.Klein (Eds.) Research in Reading Recovery. Portsmount, NH: Heinemann, pp. 132-147. Horne, J.K. (2002) Development and evaluation of computer-based techniques for assessing children in educational settings. PhD thesis, University of Hull. Horne, J.K., Singleton, C. H. & Thomas, K.V. (1999) LASS Secondary. Beverley, East Yorkshire: Lucid Research Ltd. Hornsby, B. & Miles, T.R. (1980) The effects of a dyslexia-centred teaching programme. British Journal of Educational Psychology, 50, 236-242. Hornsby, B. & Shear, F. (1974) Alpha to Omega. London: Heinemann. Hughes, M. & Hunter-Carsch, M. (2001) Spelling support in secondary education. In M. Hunter-Carsch & M. Herrington (Eds.) Dyslexia and effective learning in secondary and tertiary education. London: Whurr, pp. 56-76. Hunter-Carsch, M. (2001) Learning support in the secondary school: Needs analysis and provision for dyslexic students. In M. Hunter-Carsch & M. Herrington (Eds.) Dyslexia and effective learning in secondary and tertiary education. London: Whurr, pp. 12-37. Hunter-Carsch, M. & Herrington, M. (2001) (Eds.) Dyslexia and effective learning in secondary and tertiary education. London: Whurr. Hurry J. & Sylva, K. (2007) Long-term outcomes of early reading intervention. Journal of Research in Reading, 30, 227-248. Intervention for Dyslexia 139
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
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and effect sizes of 0.55 for readin
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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
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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
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 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: Frost, J. & Sørensen, P.M. (2007)
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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