Intervention for Dyslexia - 4D

1 Intervention for Dyslexia A review of published evidence on the impact of specialist Dyslexia teaching Chris Singleton University of Hull May 2009 Copyright Chris Singleton and No To Failure 2009 2 Intervention for Dyslexia Contents EXECUTIVE ACKNOWLEDGEMENTS .. 13 1 14 AIMS AND 14 14 Limitations .. 14 The 15 DEFINITIONS OF 16 United 16 United States of 17 WHAT IS SPECIALIST Dyslexia TEACHING ? .. 18 The nature of the 18 Historical 18 Current perspectives on specialist Dyslexia 18 Conclusions.

2 21 Wider roles of the specialist Dyslexia 22 VISUAL STRESS AND 23 Visual Dyslexia ?.. 23 The implications of visual stress for reading 24 Relationship between visual stress and 24 METHODS AND 26 26 Standard 26 Effect 27 Ratio 27 STRUCTURE OF THE 28 2 Intervention STUDIES IN THE US AND THE REST OF THE 29 STAGES OF Intervention IN THE 29 SECONDARY Intervention 29 Swanson s (1999) 30 Vellutino, Scanlon, Sipay et al. (1996) .. 30 Torgesen et al. (1999).. 31 Scammacca et al. (2007) 32 Foorman et al.

3 (1997).. 33 Schneider, Roth and Ennemoser (2000).. 33 Vadasy et al. (2002) .. 34 Mathes et al. (2005).. 34 Ryder, Tunmer and Greaney (2008).. 35 Frost & S rensen (2007) .. 36 Vaughn and Roberts (2007) 36 CRITICAL ISSUES IN SECONDARY 37 Long-term 37 Who should deliver Intervention : teachers or teaching assistants?.. 38 CONCLUSIONS ON SECONDARY 39 TERTIARY Intervention 40 Torgesen, Alexander et al. (2001).. 40 Intervention for Dyslexia Rashotte, McPhee and Torgesen (2001)..42 Reviews and analyses by Torgesen (2005a & 2005b).

4 43 Alexander et al. (1991)..44 Lovett et al. (1994)..45 Wise, Ring and Olson (1999)..45 Lovett et al. (2000)..45 O Connor and Wilson (1995)..45 Torgesen et al. (2003)..45 Torgesen et al. (2004)..47 CRITICAL ISSUES IN TERTIARY Number of hours of Degree of Group CONCLUSIONS ON TERTIARY 3 UK Intervention STAGES OF Intervention IN RATIONALE FOR THE SELECTION OF REVIEW OF AcceleRead Interactive Assessment and Teaching (IA&T)..57 London Borough of Sutton Phono-Graphix ..59 Phonology with Read Write Reading Toe by STUDIES IN UK SPECIALIST Dyslexia SCHOOLS AND TEACHING Hornsby and Miles (1980).

5 71 East Court Dyslexia 4 SCREENING AND IDENTIFYING CHILDREN WITH Intelligence and Predictors of reading difficulty and Response to ISSUES IN The purpose of Screening in The accuracy of screening Teacher training SCREENING Types of screening Conventional Dyslexia screening 4 Intervention for Dyslexia Computer-based screening tests for 88 Dyslexia Profiling 90 Identifying visual 92 93 5 READING 95 95 95 What is Reading Recovery?.. 95 Rationale and 96 Reading Recovery and the teaching of early 97 Pressures to increase phonics in Reading 97 The place of phonics currently in Reading Recovery in the 98 EVALUATIONS OF READING RECOVERY IN THE REST OF THE 100 Large-scale international evaluations and 100 RCT and quasi-experimental studies of Reading 101 READING RECOVERY IN THE 104 Reading Recovery in the UK before Every Child a Reader (ECaR).

6 104 Every Child a Reader (ECaR).. 105 QUASI-EXPERIMENTAL RESEARCH STUDIES ON READING RECOVERY IN THE 106 The London and Surrey study, 1992 106 Every Child a Reader in London, 2005 107 Comparing the effects of Reading Recovery and phonologically based schemes108 LONG-TERM 109 Long-term follow-ups of Reading Recovery in 110 Key Stage 1 results of Reading Recovery children in England, 2003 111 Reading Recovery children s standardised reading test 117 118 The efficacy of Reading 118 Reading Recovery as an Intervention for children with 118 6 COMPUTER TECHNOLOGY AND SUPPORT OF OLDER DYSLEXIC PUPILS121 DYSLEXIC DIFFICULTIES IN SECONDARY 121 USE OF COMPUTERS IN 122 The advantages of computer assisted learning (CAL)

7 For 123 Speech 124 Integrated Learning 125 RESEARCH ON COMPUTER-BASED interventions WITH DYSLEXIC 125 STUDIES OF ASSISTIVE TECHNOLOGY WITH OLDER DYSLEXIC 128 128 REFERENCES .. 130 Intervention for Dyslexia 5 Intervention for Dyslexia A review of published evidence on the impact of specialist Dyslexia teaching Chris Singleton May 2009 Executive Summary Aims and scope (Chapter 1) 1) This review has been commissioned by the Steering Committee for the No To Failure project and funded by the Department for Children, Schools and Families.

8 The aim was to summarise published research evidence of the impact of specialist teaching on progress and outcomes for children aged from 5 to 18 with Dyslexia /specific learning difficulties. 2) The following definition of Dyslexia was been adopted for the purposes of this review: Dyslexia primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of Dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities.

9 It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of Dyslexia . A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well founded Intervention . 3) In the UK, specialist Dyslexia teaching may be regarded as an umbrella term for the approaches that are used by teachers who have undergone specialist training and attained qualifications in the teaching of children and adults with Dyslexia .

10 These approaches may be summarised as being systematic, multisensory and phonologically based. Criteria of (a) tuition being additional to that normally provided, and (b) focused directly on developing literacy skills, were also imposed on the review. Accordingly, indirect methods and alternative therapies for Dyslexia are not considered here. 4) Dyslexia is sometimes confused with visual stress, especially where the erroneous term visual Dyslexia is used. Visual stress is the subjective experience of unpleasant visual symptoms when reading and can be a cause of special educational needs.