Intervention for Dyslexia - The British Dyslexia Association

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Studies of both secondary and tertiary interventions from around the word show that phonologically-based elements (including phonics) are key to their success. Chapter 3 addresses the issue of whether UK studies show similar results. 54 Intervention for Dyslexia
3 UK intervention studies 3.1 Stages of intervention in England The tiers of intervention used in the USA roughly correspond to what are called ‘waves’ in England. ‘Wave 1’ refers to the initial teaching of literacy in schools in which there should be effective inclusion of all children in a daily and high quality literacy hour with appropriate differentiation where required (DfES, 2003). However, if children do not respond appropriately to initial classroom literacy instruction, then intervention becomes necessary. Wave 2 describes specific, additional and time-limited interventions provided for some children who need help to accelerate their progress to enable them to work at or above age-related expectations. Primary National Strategy programmes such as Early Literacy Support or Springboard would be regarded as Wave 2 interventions. Wave 3 describes targeted provision for a minority of children where it is necessary to provide highly tailored intervention to accelerate progress or enable children to achieve their potential. This may include 1:1 or specialist interventions, and, where older children are concerned, usually refers to specifically targeted approaches for children identified as requiring SEN support (on School Action, School Action Plus or with a Statement of Special Educational Needs) (DfES, 2003). Probably the best-known example of a Wave 3 intervention is Reading Recovery (see Chapter 5), but there are other popular programmes, such as Catch Up Literacy, 6 and Sound Linkage (Hatcher, 2000a). 7 All three of these programmes are normally delivered 1:1, but none is designed specifically for dyslexic pupils. Reading Recovery is generally given to children between the ages of 5 years 9 months and 6 years 3 months, and although Catch Up and Sound Linkage are both intended primarily for use in Years 1–3, they could be used at any time between the ages of 6 and 14 and hence might be regarded as secondary or even tertiary interventions according to the children involved. 3.2 Rationale for the selection of studies As with the review of intervention studies carried out in the USA and elsewhere in the world (see Chapter 2) only UK programmes and studies that have a strong emphasis on phonological skills are considered here, for reasons explained in the Introduction (see Section 1.1). Brooks (2007) has reviewed UK intervention studies for children with literacy difficulties in considerable detail. Fawcett (2002a) has also reviewed traditional phonologically based interventions. Fourteen teaching programmes that had been the subject of UK intervention studies were found by Brooks (2007) to have a major focus on phonological skills for reading, and therefore may be considered of potential benefit to children with dyslexia. Almost all of these were found by Brooks to be effective and, although few of the studies specifically targeted children with identified dyslexia (see Table 6), most were carried out with pupils who were on the SEN register and/or whose literacy development was substantially behind expected levels. It is therefore extremely 6 http://www.catchup.org.uk/pages/home.shtm 7 Sound Linkage also forms the basis of the Cumbria Reading Intervention programme [http://www.cumbria.gov.uk/childrensservices/reading/default.asp]. Intervention for Dyslexia 55
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 and 18: Co-occurring difficulties may be se
Page 19 and 20: Teacher Status (ATS). In general, c
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: from multisyllabic words. Instructi
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
Page 69 and 70: Table 6 (continued). Summary of res
Page 71 and 72: 3.4 Studies in UK specialist dyslex
Page 73 and 74: Rack and Walker (1994) presented an
Page 75 and 76: probably require some 1:1 teaching
Page 77 and 78: & Baker, 2008; Frost et al., 2005;
Page 79 and 80: Unlike traditional learning disabil
Page 81 and 82: According to Wolfendale and Bryans
Page 83 and 84: cases). Glascoe and Byrne (1993) ar
Page 85 and 86: 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
Page 97 and 98: 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
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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
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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 and 156:
Vaughn, S. & Roberts, G. (2007) Sec
Page 157:
Wilson, J. & Frederickson, N. (1995
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