Intervention for Dyslexia - The British Dyslexia Association

evised as the Lindamood Phoneme Sequencing Program for Reading, Spelling and
Speech (Lindamood & Lindamood, 1998).
2.5.5 Lovett et al. (1994)
Lovett, Borden, Lacerenza, Benson and Brackstone (1994) provided 35 hours of
instruction to children who were very severely disabled in reading (mean word
identification score on the Woodcock Reading Mastery Test of 64). The average age at
the start of the study was 9 years 7 months, and they were taught in pairs using a
modification of the Reading Mastery programme, which provides direct instruction in
phonemic decoding, with an emphasis on achieving mastery and fluency.
2.5.6 Wise, Ring and Olson (1999)
The study by Wise, Ring and Olson (1999) gave 40 hours of both 1:1 and 1:4 instruction
to children who had an average age of 8 years 9 months. A combination of teacherdelivered
instruction using the Lindamood method, and computer-administered
instruction that provided extensive practice in reading text, was provided.
2.5.7 Lovett et al. (2000)
Lovett, Lacerenza, Borden, Frijters, Steinbach and DePalma (2000) also reported
outcomes from two equally successful instructional techniques with children who had
severe reading disabilities (mean age 9 years 8 months). The instruction in both
approaches was given in groups of 3 pupils, who were taught in 60-minute sessions for
a total of 70 hours of instruction. The two techniques differed primarily in the order in
which the components of the teaching programme were delivered. Students in Group A
received 35 hours of explicit phonics instruction first, followed by 35 hours of instruction
in four different word reading strategies (i.e. looking for familiar embedded words, using
analogies to known words, identifying affixes, and vowel flexibility). Students in Group B
received just the opposite sequence of instruction.
2.5.8 O’Connor and Wilson (1995)
O’Connor and Wilson (1995) reported the effects of about 60 hours of instruction
provided 1:1 to pupils in 3rd to 8th grades. The instruction was provided 1:1 by teachers
trained in the use of the Wilson Reading System (Wilson, 1988), which is a multisensory
structured and sequential language programme that directly teaches phoneme
segmentation, decoding, sight words, fluency, vocabulary, spelling and comprehension.
2.5.9 Torgesen et al. (2003)
Torgesen, Rashotte, Alexander, Alexander & MacPhee (2003) used the Lindamood
programme and the Spell Read Phonological Auditory Training programme with students
aged 12 years. The students were taught in groups of four, and a total of either 50
hours or 100 hours of instruction was given.
Intervention for Dyslexia 45