Reading Interventions for Students with Dyslexia

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The title of the study is, “Efficacy of an Intervention to Improve Fluency in Children with Developmental Dyslexia in a Regular Orthography.” It was written by Patrizio E. Tressoldi, Claudio Vio, and Roberto Lozzino. The article was published in the Journal of Learning Disabilities during the year 2007. It appeared in volume 40 beginning on page 203 and concluding on page 209.

The purpose of the study was to determine whether it is possible to achieve greater fluency results with the method described in the study compared to results obtained by a comparative method based on a different approach. In addition, it was a goal to discover if it is possible to obtain continuous gains in reading fluency after treatment replications.

In the research, a total of sixty-three children —41 boys and 22 girls — participated. The participants attended primary and secondary schools from the end of the second grade to the end of the eighth grade. The students were enrolled in the study if they satisfied the criteria for a diagnosis of dyslexia according to the Diagnostic and Statistical Manual of Mental Disorders. Similarly, a clinical interview and a reading evaluation assessed the accuracy and fluency of the children’s ability to read a text with psychometric properties. This evaluation was completed by certified clinical psychologists. Additionally, the reading fluency of all participants was at least 2 SD below that of typical readers according to the norms of the standardized test used.

The dependent variables were reading fluency and accuracy. These factors were always assessed using normed passages of the MT Battery. Each participant was tested individually and required to read the passage selected according to his or her grade level as fast and accurate as possible paying attention to the content. Each passage consisted of a text of about 200 words. Maximum reading time allowed was 4 min. Fluency is expressed in syllables per second as is customary in Italy,...
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