The effectiveness of a multisensory alphabetic phonetic approach with college students who are learning disabled.

Abstract

College students diagnosed as learning disabled were studied to determine whether they would make more progress in a summer program if taught by an adaptation of the Orton-Gillingham (O-G) approach. Progress of those exposed to this approach was compared to progress of those exposed to (a) a nonphonetic approach or (b) no educational activity. Pre- and posttest results are reported for the Wide Range Achievement Test-Revised and Woodcock Reading Mastery Tests. The subjects were 30 college students aged 17 to 24, who were diagnosed as LD. They were divided into groups of 10 and exposed to the indicated educational intervention. The O-G group was found to achieve statistically significant improvement in reading when compared to the group using the nonphonetic approach or no educational activity. No statistically significant difference was noted between the latter two groups. This study indicates that a modified O-G approach is useful in the teaching of reading to college students who are LD.