Intervention for Dyslexia - The British Dyslexia Association

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1.3 What is ‘specialist dyslexia teaching’? 1.3.1 The nature of the problem Current research evidence shows that children with dyslexia experience substantial problems in mapping letters on to sounds and, consequently, these children have difficulties in learning how to decode written or printed words by application of phonic rules that depend on this mapping ability (Snowling, 2000; Vellutino & Fletcher, 2005; Vellutino et al., 2004). The vast majority of specialist teaching approaches for dyslexia are designed directly to address the dyslexic child’s difficulties in learning to decode using phonics (see Torgesen, 2005b). 1.3.2 Historical overview Most approaches currently in use can be traced back to pioneering work in the 1940s by Gillingham and Stillman, who were guided by the principles developed by their mentor, the neurologist Samuel Orton, during the 1930s. Although Orton’s theories about dyslexia have long been superseded, the principles behind the teaching methods of Gillingham and Stillman have stood the test of time and now form the basis for many teaching programmes. Gillingham and Stillman’s teaching textbook was first published in 1946, and by 1969 was in its fifth edition. The following quotation sums up their method succinctly: “The technique…is based upon the constant use of association of all of the following – how a letter or word looks, how it sounds and how the speech organs or the hand in writing feels when producing it.” (Gillingham & Stillman, 1969, p. 17) This technique has sometimes been referred to as the ‘Orton-Gillingham approach’ but is now generally referred to simply as ‘multisensory teaching’, as explained by the International Dyslexia Association: “Multisensory teaching is simultaneously visual, auditory, and kinesthetic-tactile to enhance memory and learning. Links are consistently made between the visual (what we see), auditory (what we hear), and kinesthetic-tactile (what we feel) pathways in learning to read and spell. Teachers who use this approach teach children to link the sounds of the letters with the written symbol. Children also link the sound and symbol with how it feels to form the letter or letters.” (IDA, 2000) The methods used by Gillingham and Stillman were extremely systematic and involved a great deal of repetition. Summing up this approach, Rawson (1968), an early advocate of specialist dyslexia teaching, emphasized that multisensory teaching programmes for dyslexics needed to be structured, sequential, cumulative and thorough, principles that have since become firmly enshrined in mainstream specialist teaching for dyslexics. 1.3.3 Current perspectives on specialist dyslexia teaching In the UK, ‘specialist dyslexia teaching’ may be regarded as an umbrella term for the approaches that are used by teachers who have undergone specialist training and attained qualifications in the teaching of children and adults with dyslexia. Training courses are accredited by the British Dyslexia Association, and qualifications are at two levels: Associate Membership of the British Dyslexia Association (AMBDA) and Approved 18 Intervention for Dyslexia
Teacher Status (ATS). In general, courses leading to AMBDA are postgraduate diploma (Level 7), and those leading to ATS are postgraduate certificate (Level 5). These training courses cover topics such as: The concept of dyslexia Definition and identification of dyslexia Theory and research on dyslexia Legal and statutory frameworks Co-morbid difficulties Assessment tools and techniques Screening Teaching resources, including use of ICT Structured phonics programmes Design of individual multisensory teaching programmes Emotional and behavioural issues and self-esteem Strategies for effective writing Developing memory strategies Study skills Revision strategies and preparation of exams Special arrangements for GCSE and ‘A’ level examinations Working with parents and other professionals. Structured multisensory phonics tuition is a core feature of specialist dyslexia teaching, except where the teacher is supporting older pupils or students at college or university, where the principal focus is more likely to be on writing, study skills, and preparation for examinations. Thomson (1990) reviewed a range of established UK multisensory teaching programmes for teaching dyslexics, including ‘Alpha to Omega’ (Hornsby and Shear, 1974) and the Hickey language training course (Hickey, 1977; Augur & Briggs, 1992) – which were the first UK systems based on Gillingham-Stillman – but also subsequent publications such as the Bangor Teaching Programme (Miles, 1989) and the Aston Portfolio (Aubrey et al., 1981). Thomson identified the following features common to all these programmes: Phonetic Multisensory Cumulative Sequential Intervention for Dyslexia 19
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: Co-occurring difficulties may be se
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
Page 57 and 58: and effect sizes of 0.55 for readin
Page 59 and 60: 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
Page 65 and 66: Table 6. Summary of results of UK i
Page 67 and 68: 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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5.3.2 Every Child a Reader (ECaR) I
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phonological awareness compared wit
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(accuracy or comprehension or both)
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5.5.2 Key Stage 1 results of Readin
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100 90 80 70 60 50 40 30 20 10 0 2
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‘accelerated progress’ children
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It is not until Level 2b that child
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Reading Recovery specifically benef
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6 Computer technology and support o
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6.2.1 The advantages of computer as
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and Olson, 2000). Software designed
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new phonic principle was introduced
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impact on reading and spelling, par
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Berninger, V.W., & Hidi, S. (2006)
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Clay, M.M. (1993a) Observation Surv
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www.standards.dfes.gov.uk/primary/p
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Frost, J. & Sørensen, P.M. (2007)
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Hatcher, P.J. (2003) Reading Interv
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Kuhn, M.R. & Stahl, S.A. (2003) Flu
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Marks, A. & Burden, B. (2005) How U
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Olofsson, Å (1992) Synthetic speec
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Reason, R. & Boote, R. (1994) Helpi
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Singleton, C.H. (1977) Dyslexia or
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Speece, D.L., Case, L.P. & Molloy,
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Torgesen, J.K., Alexander, A.W., Wa
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Vaughn, S. & Roberts, G. (2007) Sec
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Wilson, J. & Frederickson, N. (1995
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