Intervention for Dyslexia - The British Dyslexia Association

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Savage, R. & Carless, S. (2005) Learning support assistants can deliver effective reading interventions for ‘at-risk’ children. Educational Research, 47, 45-61. Savage, R. & Carless, S. (2008) The impact of early reading interventions delivered by classroom assistants on attainment at the end of Year 2. British Educational Research Journal, 34, 363-385. Savage, R., Carless, S. & Ferraro, V. (2007) Predicting curriculum and test performance at age 11 years from pupil background, baseline skills and phonological awareness at age 5 years. Journal of Child Psychology and Psychiatry, 48, 732-739. Scammacca, N., Vaughn, S., Roberts, G., Wanzek, J. & Torgesen, J.K. (2007) Extensive reading interventions in Grade K–3: From research to practice. Portsmouth, NH: RMC Research Corportation, Center on Instruction. Scarborough, H.S. (1998) Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B.K.Shapiro, P.J. Accardo & A.J. Capute (Eds.) Specific Reading Disability: A view of the spectrum. Timonium, MD: York Press, pp. 77-121. Schatschneider, C., Fletcher, J.M., Francis, D.J., Carlson, C.D. & Foorman, B.R. (2004) Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 265-282. Schmitt, M. C. and Gregory, A. E. (2001) The Impact of Early Intervention: where are the children now? Paper presented to the National Reading Conference, San Antonio, Texas. Schneider, W., Roth, E., & Ennemoser, M. (2000) Training phonological skills and letter knowledge in children at risk for dyslexia: A comparison of three kindergarten intervention programs. Journal of Educational Psychology, 92, 284–295. Schwartz, R.M. (2005) Literacy learning of at-risk first-grade students in the Reading Recovery early intervention. Journal of Educational Psychology, 97, 257–267. Seigel, L.S. (1989) IQ is irrelevant to definition of learning disabilities. Journal of Learning Disabilities, 22, 469-478, 486. Shanahan, T. & Barr, R. (1995) Reading Recovery: An independent evaluation of the effects of an early instructional intervention for at-risk learners. Reading Research Quarterly, 30, 958-996. Share, D.L. (1995) Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218. Shaywitz, S.E., Fletcher, J.M., Holahan, J.M., Schneider, A.E., Marchione, K.E., Stuebing, K.K. et al. (1999) Persistence of dyslexia: The Connecticut longitudinal study at adolescence. Pediatrics, 104, 1351-1359. Simmons, F., Singleton, C.H., & Horne, J. K. (2008). Phonological awareness and visualspatial sketchpad functioning predict early arithmetic attainment: Evidence from a longitudinal study. European Journal of Cognitive Psychology, 20, 711 - 722. 148 Intervention for Dyslexia
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Intervention for Dyslexia A review
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Contents EXECUTIVE SUMMARY ........
Page 5 and 6:
4.3.4 Computer-based screening test
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presuppose any neurological link be
Page 9 and 10:
(0.56 for reading accuracy, 0.91 fo
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instruction in phonics, it cannot b
Page 13 and 14:
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
Page 21 and 22:
Table 1. Why use multisensory teach
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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
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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,
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
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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
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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
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& Baker, 2008; Frost et al., 2005;
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Unlike traditional learning disabil
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According to Wolfendale and Bryans
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cases). Glascoe and Byrne (1993) ar
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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
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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 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: Reason, R. & Boote, R. (1994) Helpi
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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