Intervention for Dyslexia - The British Dyslexia Association

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Notes to Table 6 1. The study by Savage and Carless (2005) has been omitted from this table as the dependent variables were decoding skills (ES 0.56), letter-sound knowledge (ES 0.49) and phonological awareness (ES 0.80). Measures of reading accuracy, reading comprehension and spelling were not included in this study. 2. Ratio gains have been calculated as averages of the results for the separate year groups in the study (weighted for group size). 3. Weighted averages calculated by factoring in the size of each of the samples included in that category. 4. Study carried out with children specifically identified as having dyslexia (total N = 52) Guide to interpretation of effect sizes (Cohen, 1977) and ratio gains (Brooks, 2007) Interpretation Effect size (Cohen’s d) Ratio gain Large impact, of substantial educational significance Above 0.80 3.0 or greater Medium impact, of useful educational significance 0.50–0.80 2.0–3.0 Small impact, of modest educational significance 0.25–0.50 1.4–2.0 Very small impact, of doubtful educational significance 0–0.25 Below 1.4 70 Intervention for Dyslexia
3.4 Studies in UK specialist dyslexia schools and teaching centres In the UK, specialist dyslexia teaching is provided in a number of different educational settings, including some state schools, many independent schools and a limited number of schools specialising in education for dyslexic pupils. It is also provided by specialist organisations such as Dyslexia Action and the Helen Arkell Dyslexia Centre, and by a considerable number of independent tutors. There are currently 77 independent schools in the UK that specialise in providing education for pupils with dyslexia and are registered with the Council for the Registration of Schools Teaching Dyslexic pupils (CRESTED). Dyslexia Action employs over 250 specialist dyslexia teachers who teach in its 25 centres and 160 teaching locations, including many schools, around the UK. It should be noted that these organisations tend to take children with the most severe difficulties and co-morbid conditions and hence slower rates of progress are to be expected. In publications reporting the effectiveness of teaching in UK specialist dyslexia schools and teaching centres, data are often drawn from successive cohorts of pupils over longer periods of time, and a range of approaches may be employed rather than a specific programme (though see above for the use of Phono-Graphix at Moon Hall School in Surrey). For this reason these publications have been considered separately from studies of specific programmes considered above. Unfortunately, however, few organisations have published evidence of the efficacy of their teaching that can be subjected to scientific analysis. 3.4.1 Hornsby and Miles (1980) Hornsby and Miles (1980) investigated the efficacy of specialist dyslexia teaching methods in three different settings: a hospital clinic, a university teaching unit, and a private teaching centre. The teaching methods used in the three settings were not identical, but all were systematic multisensory phonologically-based programmes, delivered by qualified dyslexia teachers. The results of 107 dyslexic children (mean age at start of teaching: 10 years 10 months) were analysed. The pupils averaged 28 months’ gain in reading age and 28 months’ gain in spelling age over the course of about 20 months of teaching. Before the start of the intervention programmes these children had average ratio gains of 0.53 for reading and 0.32 for spelling; as a result of the intervention their ratio gains increased substantially to 1.4 for both reading and spelling. This accelerated progress as a result of specialist tuition was statistically significant. 3.4.2 East Court School East Court School is an independent specialist school for dyslexic pupils in Ramsgate, which opened in 1983. Thomson (2003) reported on a study of 252 children who had attended East Court during the period 1983–2000. All the children had been diagnosed by Educational Psychologists as having dyslexia, and most displayed significant deficits in phonological skills, verbal memory and processing speed. On average they spent 2.5 years at the school, which had the objective of returning the children to mainstream education, usually between 11 and 13 years of age. Assessment data included BAS Word Reading, NARA and Vernon spelling. The average chronological age at the outset of Intervention for Dyslexia 71
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Intervention for Dyslexia A review
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Contents EXECUTIVE SUMMARY ........
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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
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The remit calls for conclusions to
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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 and 68: Table 6 (continued). Summary of res
Page 69: Table 6 (continued). Summary of res
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
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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
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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
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Wilson, J. & Frederickson, N. (1995
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Intervention for Dyslexia - The British Dyslexia Association

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