Abstract
This study evaluates the effect of an intervention whose aim is to make articulatory consciousness a tool in decoding and spelling. The sample comprises 11 students with severe dyslexia (2 SD below the mean pseudoword scores), and the intervention programme consists of 32 individual sessions over 8 weeks. The study applies a multiple baseline/probe design with five baseline tests that correspond to a control condition, eight tests during the intervention and five post-intervention tests. On average, the results show significant improvement in all reading and spelling outcomes. However, there were also significant effects on an irrelevant control task (the pegboard test), perhaps indicating testing effects on the dependent variables, making it difficult to draw firm conclusions from the study. Consequently, testing the intervention in randomised trials of children with severe dyslexia is recommended to draw more firm conclusions about its efficacy for this group.
Highlights
This study evaluates the effect of an intervention whose aim is to make articulatory consciousness a tool in decoding and spelling
Based on prior research indicating that articulatory consciousness training would produce benefits in those with severe reading disorders, the current study examines the effects of an intervention in a sample of children with persistent dyslexia
This study evaluated the effects of an 8-week intervention aimed at improving phonological reading and spelling strategies in 11 students with severe dyslexia
Summary
This study evaluates the effect of an intervention whose aim is to make articulatory consciousness a tool in decoding and spelling. The heterogeneity within dyslexic samples actualises the need for fine-grained measurement tools in the process of diagnosis and a wider spectrum of tailored remediation programmes In this multiple probe study of students with severe dyslexia, we evaluate the effect of an instructional programme whose aim is to teach students how to use knowledge about articulatory and acoustic features of speech sounds as a tool in spelling and decoding. More recently, the phonological deficit hypothesis has been criticised as overly simplistic, with the claim that dyslexia is not likely to be due to a single cause This has been supported by studies showing that not all children with severe reading problems have a phonological deficit (Ramus et al, 2013)
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