A Comparison of Two Reading Interventions for Children with Reading Disabilities

Abstract

This study compared the effectiveness of two reading interventions in a public school setting. Forty-five second-grade children with reading disabilities were randomly assigned to a 6-week phonological awareness, word analogy, or math-training program. The two reading interventions differed from each other in (a) the unit of word analysis (phoneme versus onset-rime), (b) the approach to intervention (contextualized versus decontextualized), and (c) the primary domain of reading instruction (oral versus written language). Results indicate that children in both reading programs achieved significant gains in beginning reading skills, learning the specific skills taught in their respective programs, and applying what they had learned to uninstructed material on several transfer-of-learning measures, in comparison to children in the control group. For children in both reading intervention groups, the most significant mediator of growth in oral reading fluency was a child's initial level of word identification skill. Implications of these findings are that systematic, high quality reading intervention can occur in a small group, public school setting and that there are several different paths to the remediation of children with reading disabilities.

Desempenho De Escolares Com Dislexia: Programas De Intervenção Metalinguístico E De Leitura

“…Assim, os programas de intervenção utilizados neste estudo, com enfoque fonológico, em leitura ou fonológico associado à leitura, abordaram atenção, discriminação e memória auditiva de forma direta em todas as sessões, tanto pela especificidade da tarefa quanto pela leitura em voz alta. Isso favoreceu o desenvolvimento da atenção à fonologia da língua portuguesa, conforme descrito em estudos nacionais e internacionais Kipp & Mohr, 2008;Silva & Capellini, 2010;O'Shaughnessy & Swanson, 2000;Odegard, Ring, Smith, Biggan & Black, 2008;Torgensen, Wagner, Rashotte & Lindamood, 2010;Wagner, Torgensen & Rashotte, 1994).…”

“…: sílabas, morfemas, rimas), tornando mais eficiente o acesso e a construção de representações ortográficas Kipp & Mohr, 2008;Odegard, Ring, Smith, Biggan & Black, 2008;O'Shaughnessy & Swanson, 2000;Silva & Capellini, 2010;Torgesen, Rashotte, Herron & Lindamood, 2010;Wagner, Torgensen & Rashotte, 1994).…”

Eficácia terapêutica do programa de remediação fonológica em escolares com dislexia do desenvolvimento

“…Isso também foi evidenciado em estudo descrito na literatura 30 . Os achados deste estudo, no que se refere aos escolares sem di culdades de aprendizagem, foram os mesmos encontrados na literatura 15,31 , o que evidencia que o uso de estratégias fonológicas associadas à leitura é e caz para o desenvolvimento e melhora das condições de leitura, demonstrando que a instrução fonológica deve ser enfocada para a aprendizagem da leitura e escrita [32][33][34][35] .…”

Identification des mots écrits chez les dyslexiques phonologiques : mise à l’essai d’un programme d’intervention compensatoire

“…C'est le cas des programmes Phonological Awareness Training (PAT) (O'Shaughnessy et Swanson, 2000), Phonological Analysis and Blending/Direct Instruction Program (PHAB) (Lovett et collab., 1994 ;Lovett et collab., 2000) et du programme de Torgeson (Torgeson, Wagner, Rashotte, Burgess et Hecht, 1997). Généralement, ces programmes mettent l'accent sur l'amélioration de l'identification des mots écrits par un entraînement aux correspondances graphophonologiques.…”

“…La reconnaissance automatique des mots fréquents et le traitement rapide des autres mots par la procédure de traitement orthographique sont des conditions nécessaires à une lecture efficace (Observatoire national de la lecture, 2000). Différents programmes ont pour objectif d'améliorer la reconnaissance directe des mots écrits en travaillant sur la procédure de traitement orthographique : le Word Analogy Training (WAT) (O'Shaughnessy et Swanson, 2000), le Word Identification Strategies Training (WIST) (Lovett et collab., 1994 ;Lovett et collab., 2000), le programme de Lemoine, Levy et Hutchinson (1993) et le programme de Tressoldi, Lonciari et Vio (2000). Dans ces programmes, on travaille la reconnaissance des mots écrits à partir d'unités plus larges que le phonème.…”