An evaluation of<i>Success and Dyslexia</i>– a multi component school-based coping program for primary school students with learning disabilities: Is it feasible?

Firth, Norman; Frydenberg, Erica; Bond, Lyndal

doi:10.1080/19404158.2012.713368

Cited by 5 publications

(11 citation statements)

References 45 publications

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“…Both schools successfully implemented the programme and continue to use components of the programme. One school has continued to develop its dyslexia‐friendly practice (Firth et al ., ) and is becoming a satellite school for others in Australia.…”

Section: Discussionmentioning

confidence: 98%

“…The qualitative data however included teacher reports and interviews, school documents and surveys. This qualitative data provides support for the quantitative results in that it presents mostly positive feedback about the effect of the intervention, particularly for the students who had dyslexia (Firth et al ., ).…”

Section: Discussionmentioning

confidence: 99%

“…This paper reports on the quantitative findings from the project. Qualitative outcomes regarding sustainability of the intervention have been reported (Firth, Frydenberg, & Bond, ). The research questions reported in this paper are as follows: Is there confirmation of a difference at baseline in well‐being, perceived control and coping styles and strategies between young adolescent students who have dyslexia and those who do not have dyslexia? Do students (both those with and without dyslexia) in the intervention schools report increased well‐being, perceived control and adaptive coping gains? Is any increase in well‐being, sense of control and adaptive coping strategies maintained to transition to secondary schools for students (both those with and without dyslexia)? Do students (both those with and without dyslexia) in the intervention group at follow‐up report increased well‐being, perceived control and adaptive coping gains compared with students (both those with and without dyslexia) in the follow‐up contrast group?…”

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confidence: 99%

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Coping Successfully with Dyslexia: An Initial Study of an Inclusive School‐Based Resilience Programme

et al. 2013

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A dyslexia coping programme entitled Success and Dyslexia was implemented in two primary schools within a whole-class coping programme and whole-school dyslexia professional development context. One hundred and two year 6 students, 23 of whom had dyslexia, undertook surveys pretest, post-test and at 1-year follow-up. Effectiveness of the coping programme and maintenance of effects for the students after transition to secondary school were investigated. Inclusion of contrast group data in the follow-up year suggested significant positive changes at first and second follow-ups in locus of control and nonproductive coping may also be associated with increase in age. Most trends were in the expected direction, especially for students with dyslexia. At follow-up, students with dyslexia reported similar perceived control and adaptive coping to students without dyslexia rather than a decrease in these areas as is usually the case. A larger sample and an ongoing control group are needed to confirm these results.

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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Coping Successfully with Dyslexia: An Initial Study of an Inclusive School‐Based Resilience Programme

et al. 2013

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“…In summary, teaching to students' preferred learning styles resulted in improved educational outcomes. Firth, Frydenberg and Bond (2012) and Firth, Frydenberg, Steeg and Bond (2013) evaluated the outcomes of the Success and Dyslexia programme which was introduced into two Australian primary schools with the aim of helping students to develop coping strategies (Firth et al, 2012). The programme involved two models: a whole school model in which a "universal coping program" (Firth et al, 2012, p. 149) was delivered to all year 6 students; and a learning disabilities support group to which students with learning disabilities attended in addition to the whole school approach.…”

Section: Analysis Of the Literaturementioning

confidence: 99%

“…The 2013 report provides data on the effects on students, gathered through student surveys. To summarise, the teachers and principals were positive about the effects the programme had on students and reported increased use of coping strategies by the students (Firth et al, 2012).…”

Section: Analysis Of the Literaturementioning

confidence: 99%

Inclusive classroom strategies for raising the achievement of students with dyslexia.

Stuart

Yates²

2018

teacherswork

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The purpose of this research overview is to analyse literature on dyslexia and to identify and evaluate a range of inclusive classroom strategies which can influence the educational achievement of students with dyslexia. Tunmer and Greaney (2010) define dyslexia as “persistent learning difficulties” (p. 239) which present in “otherwise typically developing children, despite exposure to high quality, evidence-based literacy instruction and intervention” (p. 239). The difficulties arise due to a lack of phonemic awareness, key skills required to access literacy (2010). According to Mills (2018) there is no “quick fix or one prescribed intervention” (p. 38) to remediate dyslexia. This research overview provides an analysis of four studies followed by an evaluation of strategies suggested to improve learning outcomes for students with dyslexia. It concludes with key recommendations for inclusive practices which teachers could use to ensure students with dyslexia have the same opportunities to achieve as their peers.

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Students’ experiences of academic success with dyslexia: A call for alternative intervention

Pitt¹,

Soni²

2017

Support for Learning

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This article describes a small‐scale study exploring the perspectives of five undergraduate students with dyslexia. Semi‐structured interviews were conducted in two universities in the UK. The interviews explored participants’ perceptions of their dyslexia label and how it had affected their academic success. The aim of the research was to identify facilitating factors that supported participants with dyslexia during their education. The following themes were identified: age of dyslexia identification, family support, dyslexic identity, self‐advocacy skills and learning resources. The study makes a case for an intervention for children and young people (CYP) with dyslexia that, in addition to remedial literacy support, explores self‐advocacy, thinking and study skills and facilitates positive academic self‐concepts. Future research could evaluate such an intervention for its effectiveness on CYP's social emotional well‐being and literacy skills.

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An evaluation ofSuccess and Dyslexia– a multi component school-based coping program for primary school students with learning disabilities: Is it feasible?

Cited by 5 publications

References 45 publications

Coping Successfully with Dyslexia: An Initial Study of an Inclusive School‐Based Resilience Programme

Coping Successfully with Dyslexia: An Initial Study of an Inclusive School‐Based Resilience Programme

Inclusive classroom strategies for raising the achievement of students with dyslexia.

Students’ experiences of academic success with dyslexia: A call for alternative intervention

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