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Thursday stream 3 Session 09.00 - 11.10 Length 25 minutes
Chris Singleton, Jan Trotter and Victoria Orr
Department of Psychology, University of Hull c.singleton@psy.hull.ac.uk
Abstract
This study reports on a follow-up investigation of 42 children who had been diagnosed as having dyslexia. The age range was 7 to 16 years (although most of the children in the group were aged 9-14 years) and the original diagnosis had been between 1 and 4 years previously. In all cases a full psychological and educational profile of the children had been obtained at the time of diagnosis, including results of WISC-III, WORD and various diagnostic tests of memory, phonology, laterality and auditory discrimination. The children were reassessed using WORD and the non-word test of the Phonological Assessment Battery (the latter being used as a measure of phonological decoding ability). The amount and type of intervention these children had received at school and from outside school (in the form of specialist tuition, computer support, etc.) was rated. The results indicate that the effectiveness of intervention (as measured by gains in reading ability) is a function of: Age of original diagnosis Duration of intervention Type of intervention Intensity of intervention Severity of dyslexia Intelligence The study also examined gender differences in relation to the severity of dyslexia, the age of diagnosis and the responses to various aspects of intervention. The findings will be discussed in relation to effective strategies for intervention and support of children with dyslexia at school and at home.
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