Intervention for Dyslexia - The British Dyslexia Association

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Wasik, B.A., & Slavin, R.E. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, 28, 179-200. What Works Clearinghouse (2007a) Intervention Report: Reading Recovery. Washington, DC: Institute of Education Sciences, US Department of Education. What Works Clearinghouse (2007b) Beginning Reading. Institute of Education Sciences, US Department of Education. http://ies.ed.gov/ncee/wwc/pdf/BR_TR_08_13_07.pdf White, S., Milne, E., Rosen, S., Hansen, P., Swettenham, J., Frith, U. & Ramus, F. (2006) The role of sensorimotor impairments in dyslexia: a multiple case study of dyslexic children. Developmental Science, 9, 237-269. Whitehead, C. (2004) An evaluation of the reading skills and reading self-concept of successfully discontinued Reading Recovery pupils three and four years after completing the programme, MA Dissertation, Institute of Education. Whiteley, H.E. & Smith, C.D. (2001) The use of tinted lenses to alleviate reading difficulties. Journal of Research in Reading, 24, 30-40. Whiteley, H.E., Smith, C.D. & Connors, L. (2007) Young children at risk of literacy difficulties: factors predicting recovery from risk following phonologically based interventions. Journal of Research in Reading, 30, 249-269. Wilkins, A.J. (1995) Visual Stress. Oxford: Oxford University Press. Wilkins, A.J. (2003) Reading Through Colour. Chichester, Sussex: Wiley. Wilkins, A.J., Jeanes, R.J., Pumfrey, P.D. & Laskier, M. (1996) Rate of Reading Test: its reliability and its validity in the assessment of the effects of coloured overlays. Ophthalmic and Physiological Optics, 16, 491-7. Wilkins, A.J., Huang, J. & Cao, Y. (2004) Visual stress theory and its application to reading and reading tests. Journal of Research in Reading, 27, 152-162. Wilkins, A.J. & Lewis, E. (1999) Coloured overlays, text and texture. Perception, 28, 641- 650. Wilkins, A.J., Lewis, E., Smith, F., Rowland, E. & Tweedie, W. (2001) Coloured overlays and their benefit for reading. Journal of Research in Reading, 24, 41-64. Wilkins, A.J., Nimmo-Smith, I. & Jansons, J. (1992) A colorimeter for the intuitive manipulation of hue and saturation, and its application in the study of perceptual distortion. Ophthalmic and Physiological Optics, 12, 381-385. Williams, A. (2001) Using Integrated Learning Systems to support the students with learning difficulties in a comprehensive school. Support for Learning, 16, 174-178. Willis, J, Stephens, E, & Matthews, K. (1996) Technology, reading, and language arts. Needham Heights, MA: Allyn and Bacon. Wilson, B. (1988) Wilson Reading System. Wilson Language Training: Milbury, MA. 156 Intervention for Dyslexia
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Intervention for Dyslexia A review
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Contents EXECUTIVE SUMMARY ........
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4.3.4 Computer-based screening test
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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
Page 17 and 18:
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
Page 29 and 30:
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
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intervention identified by Vaughn a
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Vaughn & Linan-Thompson, 2003). Ove
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1. Lindamood Auditory Discriminatio
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and writing. Students were taught i
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evised as the Lindamood Phoneme Seq
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2.5.10 Torgesen et al. (2004) Torge
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period 1995-2003 were identified, a
Page 51 and 52:
“The actual reading impairment a
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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
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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
Page 81 and 82:
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
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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 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: Vaughn, S. & Roberts, G. (2007) Sec
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