Intervention for Dyslexia - The British Dyslexia Association

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Singleton, C.H. & Henderson, L.M. (2007a) Computerised screening for visual stress in reading. Journal of Research in Reading, 30, 316-331. Singleton, C.H. & Henderson, L.M. (2007b) Computerised screening for visual stress in children with dyslexia. Dyslexia, 13, 130-151. Singleton, C.H., Horne, J.K., Leedale, R.C. & Thomas, K.V. (2003) Lucid Rapid Dyslexia Screening. Beverley, East Yorkshire: Lucid Research Ltd. Singleton, C.H. and Simmons, F. (2001) An evaluation of Wordshark in the classroom. British Journal of Educational Technology, 32, 317-330. Singleton, C.H., Thomas, K.V. & Horne, J.K. (2000) Computer-based cognitive assessment and the development of reading. Journal of Research in Reading, 23, 158- 180. Singleton, C.H., Thomas, K.V. & Leedale, R.C. (1996) Lucid CoPs Cognitive Profiling System. Beverley, East Yorkshire: Lucid Research Ltd. Singleton, C.H. & Trotter, S. (2005) Visual stress in adults with and without dyslexia. Journal of Research in Reading, 28, 365-378. Skottun, B.C. (2000) On the conflicting support for the magnocellular-deficit theory of dyslexia. Trends in Cognitive Science, 4, 211-212. Skottun, B.C. (2005) Magnocellular reading and dyslexia. Vision Research, 45, 133-134. Smith, F. (1978) Understanding reading. New York: Holt, Rinehart & Winston. Smith, J.W.A. & Elley, W.B. (1994) Learning to read in New Zealand. Auckland, New Zealand: Longman Paul. Snow, C., Burns, S. & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council. Snowling. M.J. (2000) Developmental Dyslexia. (2nd edition). Oxford: Blakwell. Snowling, M.J. (2008) Specific disorders and broader phenotypes: the case of dyslexia. Quarterly Journal of Experimental Psychology, 61, 142-156. Snowling, M.J., Gallagher, A. & Frith, U. (2003) Family risk of dyslexia is continuous: Individual differences in the precursors of reading skill. Child Development, 74, 358-373. Snowling, M.J. & Hayiou-Thomas, M.E. (2006) The dyslexia spectrum: continuities between reading, speech and language impairments. Topics in Language Disorders, 26, 108-124. Spaai, G.W.G., Reitsma, P. and Ellermann, H.H. (1991) Effects of segmented and wholeword sound feedback on learning to read single words. Journal of Educational Research, 84, 204–213. Speece, D.L. & Case, L.P. (2001) Classification in context: An alternative approach to identifying early reading disability. Journal of Educational Psychology, 93, 735-749. 150 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
Page 7 and 8:
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
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
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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,
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subtest. All these children were in
Page 37 and 38:
intervention identified by Vaughn a
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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
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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
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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
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 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: Singleton, C.H. (1977) Dyslexia or
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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