Intensive Remedial Instruction for Children with Severe Reading Disabilities

Abstract

Sixty children with severe reading disabilities were randomly assigned to two instructional programs that incorporated principles of effective instruction but differed in depth and extent of instruction in phonemic awareness and phonemic decoding skills. All children received 67.5 hours of one-to-one instruction in two 50-minute sessions per day for 8 weeks. Both instructional programs produced very large improvements in generalized reading skills that were stable over a 2-year follow-up period. When compared to the growth in broad reading ability that the participants made during their previous 16 months in learning disabilities resource rooms, their growth during the intervention produced effect sizes of 4.4 for one of the interventions and 3.9 for the other. Although the children's average scores on reading accuracy and comprehension were in the average range at the end of the follow-up period, measures of reading rate showed continued severe impairment for most of the children. Within 1 year following the intervention, 40% of the children were found to be no longer in need of special education services. The two methods of instruction were not differentially effective for children who entered the study with different levels of phonological ability, and the best overall predictors of long-term growth were resource room teacher ratings of attention/behavior, general verbal ability, and prior levels of component reading skills.

Evaluación del apoyo de una imagen en la dificultad lectora en la lengua española

“…Children involved in phonological training programs show better abilities as compared to a control group in: letter identification, phonological analysis and reading isolated words (Torgesen et al, 1997). In our experiment, however, dyslexic children who underwent reading tests were sensitized previously through the support of a schematic drawing (Tables 5 and 6).…”

The Impact of Using Reading Storybooks and Writing Journal Activities on Print and Phonemic Awareness of Jordanian Kindergarten Children

“…Based on the discussion above, it is clear that print and phonemic awareness is a necessary foundational skill that children must possess in order to become proficient readers (August & Shanahan, 2006;Edwards, & Taub, 2016;Ehri et al, 2001;Ehri & Nunes, 2002;Fitzpatrick, 1997;Liberman, Shankweiler, & Liberman, 1989;Morrow, 2009;Noe et al, 2014;Puranik et al, 2011;Snow et al, 1998;Torgesen, 1998). According to Liberman et al (1989), the most common cause of difficulties acquiring early word-reading skills is weakness in the ability to process phonological features.…”

Intensity vs. Duration: Comparing the Effects of a Fluency-Based Reading Intervention Program, in After-School vs. Summer School Settings

“…The unexpected problem with the success of these research programs is that they inadvertently ignored other potential sources of reading failure (Lyon & Moats, 1997). A significant number of students do not respond to phonological awareness interventions, and are classified as "treatment resistors" (Torgesen, Wagner, & Rashotte, 1994;Torgesen et al, 2001). These are usually the most severally impaired readers, and often are characterized with a naming speed deficit, in addition to their phonological processing difficulties (Wolf & Bowers, 1999).…”

“…As a consequence, interventions based on this view became the basis for most remediation. Cumulative data from intervention studies now indicate, however, that although phonologically based training can significantly increase reading accuracy, it has minimal effects on reading fluency or, more important, on comprehension (Lyons & Moats, 1997;Torgesen, Rashotte, & Alexander, 2001).…”