Abstract
Despite contemporary research on dyslexia moving toward multi‐deficit hypotheses, intervention studies tend to focus on specific causal mechanisms. The Cellfield Intervention, which involves computer‐based activities designed to remediate multiple deficits concurrently, is evaluated in the present paper. Participants were 262 Australian school children (187 males, 75 females; mean age 11.05) who undertook the ten intervention sessions at the Cellfield Clinic in 26 mean days between pre‐ and post‐ test, during a 24 month period. Pre‐ and post‐intervention data were collected using the Wide Range Achievement Test, the Woodcock Reading Mastery Tests ‐ Revised, the Neale Analysis of Reading Ability, and ocular assessments. Significant gains (p < .05) were made in all three sets of dependent measures analyzed (i.e., reading‐related skills, oral reading proficiency, and ocular measures) providing some support for the efficacy of an integrated approach to the treatment of reading difficulties.
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