The goal of the present study was to evaluate the effectiveness of the Auditory Discrimination in Depth Program (ADD) in remediating the analytic decoding deficits of a group of severe dyslexics. A group of ten severely dyslexic students ranging in age from 93 to 154 months were treated in a clinic setting for 38 to 124 hours (average of 65 hours). Pre- and post-treatment testing was done with the Woodcock Reading Mastery Test and the Lindamood Auditory Conceptualization to assess changes in phonological awareness and analytic decoding skills. Results revealed statistically significant gains in phonological awareness and analytic decoding skills.
Phonological alexia and agraphia are acquired disorders
characterized by an impaired ability to convert graphemes
to phonemes (alexia) or phonemes to graphemes (agraphia).
These disorders result in phonological errors typified
by adding, omitting, shifting, or repeating phonemes in
words during reading or graphemes when spelling. In developmental
dyslexia, similar phonological errors are believed to result
from deficient phonological awareness, an oral language
skill that manifests itself in the ability to notice, think
about, or manipulate the individual sounds in words. The
Auditory Discrimination in Depth (ADD) program has been
reported to train phonological awareness in developmental
dyslexia and dysgraphia. We used a multiple-probe design
to evaluate the ADD program's effectiveness with a
patient with a mild phonological alexia and mixed agraphia
following a left hemisphere infarction. Large gains in
phonological awareness, reading and spelling nonwords,
and reading and spelling real words were demonstrated.
A follow-up reassessment, 2 months posttreatment, found
the patient had maintained treatment gains in phonological
awareness and reading, and attained additional improvement
in real word reading. (JINS, 1998, 4,
608–620.)
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