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 Reading Intervention Reading Intervention Reading Intervention Reading Intervention Reference Hatcher, Hulme and Ellis (1994) Hatcher (2000b) (see Note 4) Year Group(s) Ns Y2 32 Teachers Y2–10 29 Teachers Hatcher (2000b) Y2–10 427 Teachers Hatcher, Hulme et al. (2006) SIDNEY Norgate and Bentote (2005) THRASS Matthews (1998) (see Note 2) THRASS Matthews (1998) (see Note 2) Taught by Y1 77 Teaching assistants 0.69 Y2 66 Teaching assistants 0.43 Reading Accuracy Reading Comprehension Spelling Effect size Ratio gain Effect size Ratio gain Effect size Ratio gain 0.36 1.5 0.86 1.9 .36 1.7 2.9 2.1 2.0 2.6 Y3-6 160 Teachers/Teaching assistants 2.6 3.3 1.2 Y7–8 76 Teachers/Teaching assistants 4.3 5.6 1.9 68 Intervention for Dyslexia
Table 6 (continued). Summary of results of UK intervention studies using structured systematic phonological teaching programmes Programme Reference Year Group(s) THRASS Brooks (2007) p.233 Ns Taught by Reading Accuracy Reading Comprehension Spelling Effect size Ratio gain Effect size Ratio gain Effect size Ratio gain Y2–5 84 Teachers/Teaching assistants 2.3 Toe by Toe MacKay (2006) Y7 91 Teachers/Teaching assistants 2.3 Toe by Toe Brooks (2007) p.236 Number of studies Primary 21 Teachers/Teaching assistants 2.7 11 20 2 12 6 15 Total Ns 2435 745 1635 94 867 1635 1513 Simple average Weighted average 76.09 0.56 4.44 0.91 4.13 0.59 2.75 0.48 3.22 0.92 4.33 0.54 2.58 Intervention for Dyslexia 69
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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 and 66: Table 6. Summary of results of UK i
Page 67: 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
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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
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new phonic principle was introduced
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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
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Frost, J. & Sørensen, P.M. (2007)
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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
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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,
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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