TY - JOUR
T1 - An Evaluation of the Dyslexia Training Program
T2 - A Multisensory Method for Promoting Reading in Students with Reading Disabilities
AU - Oakland, Thomas
AU - Black, Jeffrey L.
AU - Stanford, George
AU - Nussbaum, Nancy L.
AU - Balise, Raymond R.
PY - 1998
Y1 - 1998
N2 - The development of reading and spelling skills in students with dyslexia, by definition, is delayed and often remains delayed despite years of instruction. Three qualities are thought to facilitate reading development in these children: the provision of a highly structured phonetic-instruction training program with heavy emphasis on the alphabetic system, drill and repetition to compensate for short-term verbal memory deficits, and multisensory methods to promote nonlanguage mental representations. The Dyslexia Training Program, a remedial reading program derived from Orton-Gillingham methods, embodies these qualities. Following their 2-year program, students displaying dyslexia demonstrated significantly higher reading recognition and comprehension compared with a control group. The two groups did not differ in spelling. In addition, the degree of improvement in reading demonstrated by students who received the Dyslexia Training Program by videotape and by those who received it live from instructors did not differ.
AB - The development of reading and spelling skills in students with dyslexia, by definition, is delayed and often remains delayed despite years of instruction. Three qualities are thought to facilitate reading development in these children: the provision of a highly structured phonetic-instruction training program with heavy emphasis on the alphabetic system, drill and repetition to compensate for short-term verbal memory deficits, and multisensory methods to promote nonlanguage mental representations. The Dyslexia Training Program, a remedial reading program derived from Orton-Gillingham methods, embodies these qualities. Following their 2-year program, students displaying dyslexia demonstrated significantly higher reading recognition and comprehension compared with a control group. The two groups did not differ in spelling. In addition, the degree of improvement in reading demonstrated by students who received the Dyslexia Training Program by videotape and by those who received it live from instructors did not differ.
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U2 - 10.1177/002221949803100204
DO - 10.1177/002221949803100204
M3 - Article
C2 - 9529784
AN - SCOPUS:0032014930
VL - 31
SP - 140
EP - 147
JO - Journal of Intellectual Disabilities
JF - Journal of Intellectual Disabilities
SN - 1744-6295
IS - 2
ER -