Intervention for Dyslexia - The British Dyslexia Association

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Table 6 (continued). Summary of results of UK intervention studies using structured systematic phonological teaching programmes. Programme Reference Lexia Wilson and Clarke (2005) Year Group(s) Ns Y2-6 42 Computer Lexia Worsley (2003) Y2–3 37 Computer Phono- Graphix Phono- Graphix Phono- Graphix Phono- Graphix Phono- Graphix Phonology with Reading Derrington (2001a, 2001b) Derrington (2001a, 2001b) Derrington (2001a, 2001b) Lore (2001) (see Note 4) Brooks (2007) p.192 (see Note 4) Bowyer-Crane et al. (2008) Y1 141 Teachers Y4–6 15 Teachers Y2-6 74 Teachers Y5-6 11 Teachers Y4 12 Teachers Taught by Reading Accuracy Reading Comprehension Spelling Effect size Ratio gain Effect size Ratio gain Effect size Ratio gain 2.2 5.8 4.3 3.0 2.0 2.6 1.0 8.3 8.3 3.3 Reception 152 Teaching assistants/Group 0.32 0.45 66 Intervention for Dyslexia 4.1 4.5
Table 6 (continued). Summary of results of UK intervention studies using structured systematic phonological teaching programmes Programme Read Write Inc Read Write Inc Read Write Inc Read Write Inc Read Write Inc Read Write Inc Reference Brooks (2007) p.197 Brooks (2007) p.198 Brooks (2007) p.199 Brooks, Harman and Harman (2003) Year Group(s) Ns Taught by Reading Accuracy Reading Comprehension Spelling Effect size Ratio gain Effect size Ratio gain Effect size Ratio gain Y2–6 117 Teachers/Teaching assistants/Group 2.3 2.6 1.7 Y5–6 30 Teachers/Teaching assistants/Group 3.8 Y3–6 21 Teachers/Teaching assistants/Group 5.0 Y7–9 156 Teachers/Teaching assistants/Group 0.34 1.6 0.9 Lanes et al. (2005) Y7 63 Teachers/Teaching assistants/Group 2.3 0.8 Brooks (2007) p.253 Y7 29 Teachers/Teaching assistants/Group 0.25 8.0 Intervention for Dyslexia 67
Page 1 and 2:
Intervention for Dyslexia A review
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Contents EXECUTIVE SUMMARY ........
Page 5 and 6:
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
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 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: Table 6. Summary of results of UK i
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
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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
Page 151 and 152:
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
Page 157:
Wilson, J. & Frederickson, N. (1995
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Intervention for Dyslexia - The British Dyslexia Association

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