Identification, Intervention and Outcomes for Children with Dyslexia

Within parts of the dyslexia community, the recommended intervention for children identified with dyslexia is a multi-sensory programme delivered by a dyslexia qualified teacher. This research investigates the relationship between this preferred provision and the resulting outcomes achieved by a sample of fifty-two children with dyslexia. Dyslexia Action (the largest charity in the UK providing diagnostic assessments, tuition and teacher training) adopts this preferred approach. Parents may request a diagnostic assessment (based on the psychometric discrepancy model) if they suspect dyslexia may be an issue for their child. The researcher has previously completed three hundred and thirty-two of these assessments using the British Ability Scales II (the clinical sample). Fifty-two children drawn from the clinical sample were reviewed using a test-retest paradigm after an average intervention period of four years. The progress made in reading/spelling by each child between the baseline and review, constituted the progress variable. Provision data obtained from parents and teachers constituted the provision variable. The progress made by children in three subgroups (a Dyslexia Action tuition, a Supplementary Provision and a No Additional Provision Subgroup), was compared with the main provision made for each subgroup. The results indicated that children in the Dyslexia Action Subgroup maintained their level of competence whereas the competence of children in the other two groups combined actually declined. This outcome is consistent with the notion that dyslexia is both severe and persistent (1999).

Name dc:type.qualificationname

PhD

Level dc:type.qualificationlevel

Doctoral

Grantor dc:publisher.institution

De Montfort University

Year dc:date.issued

2011

Author dc:creator

• Bicknell, Roy J.

Licence

• https://dora.dmu.ac.uk/bitstreams/22b082a6-a4ca-4070-a9ea-31f6fb70941d/download