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Showing 1 to 15 of 33 results Save | Export
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Wang, Li-Chih; Liu, Duo; Xu, Zhengye – Annals of Dyslexia, 2019
This study aimed to examine the effects of temporal processing training on the reading abilities of Chinese children with dyslexia. In total, 69 Chinese children with dyslexia in grades three through six were recruited in Taiwan. The children were divided into the following three equal groups: (1) auditory temporal processing training group, (2)…
Descriptors: Dyslexia, Reading Ability, Foreign Countries, Elementary School Students
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Ring, Jeremiah J.; Avrit, Karen J.; Black, Jeffrey L. – Annals of Dyslexia, 2017
Thirty years ago in this journal, Aylett Royall Cox reported on the development of "Alphabetic Phonics," a revision of the existing Orton Gillingham treatment for children with dyslexia. This paper continues that discussion and reports on the evolution of that curriculum as it is represented in a comprehensive dyslexia treatment program…
Descriptors: Reading Instruction, Instructional Effectiveness, Dyslexia, Curriculum
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Martinussen, Rhonda; Ferrari, Julia; Aitken, Madison; Willows, Dale – Annals of Dyslexia, 2015
This study examined the relations among perceived and actual knowledge of phonemic awareness (PA), exposure to PA instruction during practicum, and self-efficacy for teaching PA in a sample of 54 teacher candidates (TCs) enrolled in a 1-year Bachelor of Education program in a Canadian university. It also assessed the effects of a brief…
Descriptors: Phonemic Awareness, Preservice Teachers, Foreign Countries, Undergraduate Students
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Horowitz-Kraus, Tzipi; Cicchino, Nicole; Amiel, Merav; Holland, Scott K.; Breznitz, Zvia – Annals of Dyslexia, 2014
A reading acceleration program known to improve reading fluency in Hebrew-speaking adults was tested for its effect on children. Eighty-nine Hebrew- and English-speaking children with reading difficulties were divided into a waiting list group and two training groups (Hebrew and English) and underwent 4 weeks of reading acceleration training.…
Descriptors: English, Semitic Languages, Reading Programs, Reading Fluency
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Berninger, Virginia W.; Lee, Yen-Ling; Abbott, Robert D.; Breznitz, Zvia – Annals of Dyslexia, 2013
To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n = 12) or B (n = 12) in an after-school reading-writers' workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1…
Descriptors: Dyslexia, Outcomes of Treatment, Instructional Effectiveness, Reading Skills
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Harris, Karen R.; Graham, Steve – Annals of Dyslexia, 2013
By the upper elementary grades, writing becomes an essential tool both for learning and for showing what you know. Students who struggle significantly with writing are at a terrible disadvantage. Data from the National Assessment of Educational Progress indicate that only 25% of students can be classified as competent writers; students with…
Descriptors: Learning Disabilities, Writing (Composition), Writing Processes, Writing Ability
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Ise, Elena; Schulte-Korne, Gerd – Annals of Dyslexia, 2010
Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to evaluate the effectiveness of an orthographic spelling training in spelling-disabled students (grade 5 and 6). In study 1, ten children (treatment group) received 15 individually administered weekly intervention sessions (60…
Descriptors: German, Spelling, Children, Dyslexia
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Catone, William V.; Brady, Susan A. – Annals of Dyslexia, 2005
This investigation analyzed goals from the Individual Educational Programs (IEPs) of 54 high school students with diagnosed reading disabilities in basic skills (decoding and/or word identification). Results showed that for 73% of the students, the IEPs written when they were in high school failed to specify any objectives regarding their acute…
Descriptors: Reading Difficulties, High School Students, Individualized Education Programs, Educational Objectives
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Spear-Swerling, Louise; Brucker, Pamela Owen – Annals of Dyslexia, 2003
This study examined teacher education students' knowledge about word structure and improvements in their knowledge as a result of instruction, using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type, and classification of real words as phonetically regular or irregular. Conclusions support the need for…
Descriptors: Higher Education, Instructional Effectiveness, Knowledge Base for Teaching, Knowledge Level
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Bos, Mieke; Reitsma, Pieter – Annals of Dyslexia, 2003
Thirty-seven experienced Dutch remedial teachers were asked to evaluate the potential effectiveness of various spelling exercises for children with spelling difficulties. Teachers preferred exercises with a combination of rule-based strategies and demonstration of the whole orthographic pattern of the word. Individual child characteristics did not…
Descriptors: Dutch, Elementary Secondary Education, Foreign Countries, Instructional Effectiveness
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Joshi, R. Malatesha; Dahlgren, Mary; Boulware-Gooden, Regina – Annals of Dyslexia, 2002
Twenty-four first-graders who were taught reading skills using the "Language Basics: Elementary" program, which incorporates the Orton-Gillingham-based Alphabetic Phonics Method, made statistically significant gains in phonological awareness, decoding, and reading comprehension. Thirty-two controls taught with the Houghton-Mifflin Basal…
Descriptors: Beginning Reading, Decoding (Reading), Elementary Education, Grade 1
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Post, Yolanda V.; Carreker, Suzanne; Holland, Ginger – Annals of Dyslexia, 2001
Two groups of first graders (n=63) participated in a 10-day intervention study in which they were instructed in the spelling of five final letter patterns in monosyllabic words. Children receiving phoneme instruction improved accuracy of final pattern spelling as well as speed of word reading over children receiving rime instruction. (Contains…
Descriptors: Beginning Reading, Elementary Education, Instructional Effectiveness, Phoneme Grapheme Correspondence
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Hook, Pamela E.; Macaruso, Paul; Jones, Sandra – Annals of Dyslexia, 2001
A study found children (ages 7-12) with difficulties in phonemic awareness and word identification who received Fast ForWord (FFW) training (n=11) and Orton Gillingham (OG) training (n=9) made similar gains in phonemic awareness. Unlike children who received FFW, children who received OG training made significant gains in word attack. (Contains…
Descriptors: Elementary Education, Instructional Effectiveness, Phoneme Grapheme Correspondence, Phonetics
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Williams, Joanna P. – Annals of Dyslexia, 1998
Introduces an instructional program designed to teach students with learning disabilities to identify a story theme and relate it to their own real-life experiences. The program focuses on understanding a text as a whole, and integrating text meaning with concepts and experiences that are personally meaningful. (Author/CR)
Descriptors: Elementary Secondary Education, Instructional Effectiveness, Learning Disabilities, Life Events
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Sparks, Richard L.; Artzer, Marjorie; Patton, Jon; Ganschow, Leonore; Miller, Karen; Hordubay, Dorothy J.; Walsh, Geri – Annals of Dyslexia, 1998
A study examined the benefits of multisensory structured language (MSL) instruction in Spanish for 39 high school students at risk for foreign-language learning difficulties and 16 controls. On measures of oral and written foreign-language proficiency, the MSL and control groups scored significantly higher than those instructed using traditional…
Descriptors: High Risk Students, High Schools, Instructional Effectiveness, Multisensory Learning
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