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) <strong>Intervention</strong> 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) <strong>The</strong> 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) <strong>The</strong> 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. Ox<strong>for</strong>d: Ox<strong>for</strong>d 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 <strong>for</strong> reading. Journal of Research in Reading, 24, 41-64. Wilkins, A.J., Nimmo-Smith, I. & Jansons, J. (1992) A colorimeter <strong>for</strong> 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 <strong>for</strong> 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 <strong>Intervention</strong> <strong>for</strong> <strong>Dyslexia</strong>
Wilson, J. & Frederickson, N. (1995) Phonological awareness training: an evaluation, Educational and Child Psychology, 12, 68 – 79. Wilson, M. & Clarke, J. (2005) Using the Lexia Basic Reading software programme as a Wave 3 intervention: a trial in seven York schools during Spring and Summer terms 2005. York: Inclusion Support Service. Wise, B., Olson, R., Ansett, M., Andrews, L., Terjak, M., Schneider, V., Kotstuch, J. & Kriho, L. (1989) Implementing a long-term computerised remedial reading program with synthetic speech feedback: Hardware, software and real world issues. Behavior Research Methods, Instruments and Computers, 21, 173–180. Wise, B.W., Ring, J. & Olson, R.K. (1999) Training phonological awareness with and without explicit attention to articulation. Journal of Experimental Child Psychology, 72, 271-304. Wise, B.W., Ring, J., & Olson, R.K. (2000) Individual differences in gains from computerassisted remedial reading. Journal of Experimental Child Psychology, 77, 197-235. Wolfendale, S. and Bryans, T. (1979) Identification of Learning Difficulties: A Model <strong>for</strong> <strong>Intervention</strong>. Staf<strong>for</strong>d: National <strong>Association</strong> <strong>for</strong> Remedial Education. Wood, D. (1998) <strong>The</strong> UK ILS evaluations: Final report. Department <strong>for</strong> Education and Employment/BECTa, London. Wood, D., Underwood, J. & Avis, P. (1999) Integrated learning systems in the classroom. Computers and Education, 33, 91–108. Worsley, J. (2003) Lexia Phonics Based Reading: report of the trial of the Lexia Phonics Based Reading programme in Norfolk schools, April–July 2003. Norwich: Pupil Access Support Service. Wright, A. (1992) Evaluation of the first <strong>British</strong> Reading Recovery programme. <strong>British</strong> Educational Research Journal, 18, 351–368. <strong>Intervention</strong> <strong>for</strong> <strong>Dyslexia</strong> 157
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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
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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
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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
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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
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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
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“The actual reading impairment a
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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
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provided by a study reported in Faw
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Against the many advantages of comp
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Peer, 1998). A high overall level o
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Recently Singleton and Henderson (2
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5.1 Introduction 5.1.1 Scope 5 Read
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5.1.4 Reading Recovery and the teac
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writing. To be able to work on word
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success of the programme appears to
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in a meta-analysis. However, the av
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- Page 125 and 126: and Olson, 2000). Software designed
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- 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
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- Page 139 and 140: Hatcher, P.J. (2003) Reading Interv
- Page 141 and 142: Kuhn, M.R. & Stahl, S.A. (2003) Flu
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