Intervention for Dyslexia - The British Dyslexia Association

Contents
EXECUTIVE SUMMARY .........................................................................................6
ACKNOWLEDGEMENTS ........................................................................................................ 13
1 INTRODUCTION ............................................................................................................... 14
1.1 AIMS AND SCOPE............................................................................................................ 14
1.1.1 Remit...................................................................................................................... 14
1.1.2 Limitations ............................................................................................................. 14
1.1.3 The author.............................................................................................................. 15
1.2 DEFINITIONS OF DYSLEXIA ............................................................................................ 16
1.2.1 United Kingdom..................................................................................................... 16
1.2.2 United States of America ....................................................................................... 17
1.3 WHAT IS ‘SPECIALIST DYSLEXIA TEACHING’? ............................................................... 18
1.3.1 The nature of the problem...................................................................................... 18
1.3.2 Historical overview................................................................................................ 18
1.3.3 Current perspectives on specialist dyslexia teaching ............................................ 18
1.3.4 Conclusions ........................................................................................................... 21
1.3.5 Wider roles of the specialist dyslexia teacher ....................................................... 22
1.4 VISUAL STRESS AND DYSLEXIA ..................................................................................... 23
1.4.1 Visual dyslexia?..................................................................................................... 23
1.4.2 The implications of visual stress for reading development.................................... 24
1.4.3 Relationship between visual stress and dyslexia ................................................... 24
1.5 METHODS AND MEASURES............................................................................................. 26
1.5.1 Methodology .......................................................................................................... 26
1.5.2 Standard scores ..................................................................................................... 26
1.5.3 Effect size............................................................................................................... 27
1.5.4 Ratio gain .............................................................................................................. 27
1.6 STRUCTURE OF THE REVIEW .......................................................................................... 28
2 INTERVENTION STUDIES IN THE US AND THE REST OF THE WORLD .......... 29
2.1 STAGES OF INTERVENTION IN THE USA ........................................................................ 29
2.2 SECONDARY INTERVENTION STUDIES............................................................................ 29
2.2.1 Swanson’s (1999) meta-analysis ........................................................................... 30
2.2.2 Vellutino, Scanlon, Sipay et al. (1996) .................................................................. 30
2.2.3 Torgesen et al. (1999)............................................................................................ 31
2.2.4 Scammacca et al. (2007) review............................................................................ 32
2.2.5 Foorman et al. (1997)............................................................................................ 33
2.2.6 Schneider, Roth and Ennemoser (2000) ................................................................ 33
2.2.7 Vadasy et al. (2002)............................................................................................... 34
2.2.8 Mathes et al. (2005)............................................................................................... 34
2.2.9 Ryder, Tunmer and Greaney (2008)...................................................................... 35
2.2.10 Frost & Sørensen (2007) ....................................................................................... 36
2.2.11 Vaughn and Roberts (2007) review ....................................................................... 36
2.3 CRITICAL ISSUES IN SECONDARY INTERVENTION .......................................................... 37
2.3.1 Long-term effects ................................................................................................... 37
2.3.2 Who should deliver intervention: teachers or teaching assistants? ...................... 38
2.4 CONCLUSIONS ON SECONDARY INTERVENTION............................................................. 39
2.5 TERTIARY INTERVENTION STUDIES ............................................................................... 40
2.5.1 Torgesen, Alexander et al. (2001) ......................................................................... 40
Intervention for Dyslexia 3