The Effects of Two Training Programs Regarding Reading Development among Children with Reading Disabilities
ABSTRACT
The purpose of the study was to examine the effects of two different training programs regarding reading skills in 14 reading disabled Swedish children in grade two. Method: The children’s results from two different decoding measures plus identification by teachers as having reading difficulties were used to select the participants. Seven of the children used Omega-IS, which entails computerized top-down, orthographic training and no additional homework, and seven children used non-computerized Reading Recovery inspired training with some components of phonological training included plus 20 homework occasions. For both programs the training sessions were conducted individually (one-to-one teaching) and lasted between 15 and 45 minutes. Results: Both groups improved significantly in all tests assessing word and non-word decoding as a result of the intervention. No significant differences were yielded between the intervention programs. Conclusion: The conclusion is that one-to-one teaching has a positive impact regardless whether a top-down or a reading instructional strategy with phonological components is implemented. Due to the result of the Omega-IS group it might also be possible to reduce homework for reading disabled children if reading is well tutored in school.
The purpose of the study was to examine the effects of two different training programs regarding reading skills in 14 reading disabled Swedish children in grade two. Method: The children’s results from two different decoding measures plus identification by teachers as having reading difficulties were used to select the participants. Seven of the children used Omega-IS, which entails computerized top-down, orthographic training and no additional homework, and seven children used non-computerized Reading Recovery inspired training with some components of phonological training included plus 20 homework occasions. For both programs the training sessions were conducted individually (one-to-one teaching) and lasted between 15 and 45 minutes. Results: Both groups improved significantly in all tests assessing word and non-word decoding as a result of the intervention. No significant differences were yielded between the intervention programs. Conclusion: The conclusion is that one-to-one teaching has a positive impact regardless whether a top-down or a reading instructional strategy with phonological components is implemented. Due to the result of the Omega-IS group it might also be possible to reduce homework for reading disabled children if reading is well tutored in school.
Cite this paper
nullFälth, L. , Svensson, I. & Tjus, T. (2011). The Effects of Two Training Programs Regarding Reading Development among Children with Reading Disabilities. Psychology, 2, 173-180. doi: 10.4236/psych.2011.23028.
nullFälth, L. , Svensson, I. & Tjus, T. (2011). The Effects of Two Training Programs Regarding Reading Development among Children with Reading Disabilities. Psychology, 2, 173-180. doi: 10.4236/psych.2011.23028.
References
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M., Valeska Schuster, B., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 250-287. doi:10.1598/RRQ.36.3.2 [9] Elbro, C., & Petersen, D. K. (2004). Long term effects of phoneme awareness and letter sound training: An intervention study with children at risk for dyslexia. Journal of Educational Psychology, 96, 660-670. doi:10.1037/0022-0663.96.4.660 [10] Frost, J. (2002). L?sundervisning — Praktik och teorier. Stockholm: Natur och Kultur. [11] Galaburda, A. M., Sherman, G. F., Rosen, G. D., Aboitiz, F., & Geschwind, N. (1985). Developmental dyslexia: Four consecutive cases with cortical anomalies. Annals of Neurology, 18, 222-233. doi:10.1002/ana.410180210 [12] Grigorenko, E. L. (2009). Dynamic assessment and response to intervention: Two sides of one coin. Journal of Learning Disabilities, 42, 111-132. doi:10.1177/0022219408326207 [13] Grigorenko, E., Ngorosho, D., Jukes, M., & Bundy, D. (2006). Reading in able and disabled readers from around the world: Same or different? An illustration from a study of reading-related processes in a Swahili sample of siblings. Journal of Research in Reading, 29, 104-123. doi:10.1111/j.1467-9817.2006.00295.x [14] Gustafson, S., Samuelsson, S., & R?nnberg, J. (2000). Why do some resist phonological intervention? A Swedish longitudinal study of poor readers in grade 4. Scandinavian Journal of Educational Research, 44, 145-162. doi:10.1080/713696666 [15] Gustafson, S., Ferreira, J., & R?nnberg, J. (2007). DOT: Datorbaserad ortografisk tr?ning. link?ping: Institutionen f?r beteendevetenskap/ Institutet f?r handikappvetenskap, Link?pings universitet. [16] Hart, B. & Riesly, T. R. (1995). Meaningful differences in the everyday experience of young American Children. Baltimore, MD: Brookes. [17] Harter, S. 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Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21, 159- 173. doi:10.1111/j.1467-9450.1980.tb00356.x [24] McNulty, M. A. (2003). Dyslexia and the life course. Journal of Learning Disabilities, 36, 363-381. doi:10.1177/00222194030360040701 [25] Morgan, A. E., & Hynd, G. W. (1998). Dyslexia, neurolinguistic ability, and anatomical variation of the plenum temporal. Neuropsychological Review, 8, 79-93. doi:10.1023/A:1025609216841 [26] Olofsson, ?., & Hemmingsson, I. (1993). Fonolek. LPC ?stersunds kommun. [27] Poskiparta, E., Niemi, P., & Vauras, M. (1999). Who benefits from training in linguistic awareness in the first grade, and what components show training effects? Journal of Learning Disabilities, 32, 437-446, 456. [28] Psykologif?rlaget, A. B. (1995). Raven’s Matrices — Coloured. Stock- holm: Psykologif?rlaget. [29] Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). 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Interaction patterns between children and their teachers when using a specific multimedia and communication strategy: Observations from children with autism and mixed handicaps. Autism, 5, 175-188. [36] Tjus, T., Heimann, M. & Nelson, K. E. (2004). Reading acquisition by implementing a multimedia intervention strategy for fifty children with autism or other learning and communication disabilities. Journal of Cognitive and Behavioural Psychotherapies, 2, 203- 221. [37] Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34. [38] Torgesen, J. K., Morgan, S., & Davis, C. (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84, 364-370. doi:10.1037/0022-0663.84.3.364 [39] Wise, B. W., Ring, J., & Olson, R. K. (1999). Training phonological awareness with and without explicit attention to articulation. Journal of Experimental Child Psychology, 72, 271-304. doi:10.1006/jecp.1999.2490
[1] [1] Alexander, A. W., & Slinger-Constant, A.-M. (2004). Current status of treatments for dyslexia: Critical review. Journal of Child Neurology, 19, 744-758. [2] Alstam-Malcus, A., & Fritzell, M. (2006). Vad sa du fr?ken? Ume?: Specialpedagogiska institutet. [3] Bakker, D. J. (2006). Treatment of development dyslexia: A review. Paediatric Rehabilitation, 9, 3-13. [4] Ball, E. W., & Blachman, B. A. (1988). Phoneme segmentation training: Effect on reading readiness. Annals of Dyslexia, 38, 208-225. doi:10.1007/BF02648257 [5] Bradley, L., & Bryant, P. E. (1983). Categorising sounds and learning to read: A causal connection. Nature, 301, 419-421. doi:10.1038/301419a0 [6] Bruck, M. (1992). Persistence of dyslexics’ phonological awareness deficits. Developmental Psychology, 28, 874-886. doi:10.1037/0012-1649.28.5.874 [7] Clay, M. (1993). Reading recovery: A guidebook for teachers in training. Auckland: Heinemann Education. [8] Ehri, L. C., Nunes, S. R., Willows, D. M., Valeska Schuster, B., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 250-287. doi:10.1598/RRQ.36.3.2 [9] Elbro, C., & Petersen, D. K. (2004). Long term effects of phoneme awareness and letter sound training: An intervention study with children at risk for dyslexia. Journal of Educational Psychology, 96, 660-670. doi:10.1037/0022-0663.96.4.660 [10] Frost, J. (2002). L?sundervisning — Praktik och teorier. Stockholm: Natur och Kultur. [11] Galaburda, A. M., Sherman, G. F., Rosen, G. D., Aboitiz, F., & Geschwind, N. (1985). Developmental dyslexia: Four consecutive cases with cortical anomalies. Annals of Neurology, 18, 222-233. doi:10.1002/ana.410180210 [12] Grigorenko, E. L. (2009). Dynamic assessment and response to intervention: Two sides of one coin. Journal of Learning Disabilities, 42, 111-132. doi:10.1177/0022219408326207 [13] Grigorenko, E., Ngorosho, D., Jukes, M., & Bundy, D. (2006). Reading in able and disabled readers from around the world: Same or different? An illustration from a study of reading-related processes in a Swahili sample of siblings. Journal of Research in Reading, 29, 104-123. doi:10.1111/j.1467-9817.2006.00295.x [14] Gustafson, S., Samuelsson, S., & R?nnberg, J. (2000). Why do some resist phonological intervention? A Swedish longitudinal study of poor readers in grade 4. Scandinavian Journal of Educational Research, 44, 145-162. doi:10.1080/713696666 [15] Gustafson, S., Ferreira, J., & R?nnberg, J. (2007). DOT: Datorbaserad ortografisk tr?ning. link?ping: Institutionen f?r beteendevetenskap/ Institutet f?r handikappvetenskap, Link?pings universitet. [16] Hart, B. & Riesly, T. R. (1995). Meaningful differences in the everyday experience of young American Children. Baltimore, MD: Brookes. [17] Harter, S. (2006). The self. In: N. Eisenberg, W. Damon & R. M. Lerner, Eds., Handbook of Child Psychology, Social, emotional, and personality development, 6th Edition, John Wiley & Sons Inc, Hoboken, 3, 505-570. [18] Heimann, M., Lund?lv, M., Tjus, T., & Nelson, K. E. (2004). Omega- IS, a multimedia software for enhancing language and communi- cation development in children with disabilities. [19] Humphrey, N. (2002). Teacher and pupil ratings of self-esteem in developmental dyslexia. British Journal of Special Education, 29, 29- 36. doi:10.1111/1467-8527.00234 [20] Jacobson, C. (1993). Manual till ordkedjetestet. The Word chains test; Manual. Psykologif?rlaget, Stockholm. [21] J?rgensen, K. (2001). Lyckas med l?sning, l?s- och skrivinl?rning i Nya Zeeland. Stockholm: Bonnier Utbildning AB. [22] Lundberg, I. (1985). Spr?k och l?sning. Stockholm: Liber. [23] Lundberg, I., Olofsson, ?., & Wall, S. (1980). Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21, 159- 173. doi:10.1111/j.1467-9450.1980.tb00356.x [24] McNulty, M. A. (2003). Dyslexia and the life course. Journal of Learning Disabilities, 36, 363-381. doi:10.1177/00222194030360040701 [25] Morgan, A. E., & Hynd, G. W. (1998). Dyslexia, neurolinguistic ability, and anatomical variation of the plenum temporal. Neuropsychological Review, 8, 79-93. doi:10.1023/A:1025609216841 [26] Olofsson, ?., & Hemmingsson, I. (1993). Fonolek. LPC ?stersunds kommun. [27] Poskiparta, E., Niemi, P., & Vauras, M. (1999). Who benefits from training in linguistic awareness in the first grade, and what components show training effects? Journal of Learning Disabilities, 32, 437-446, 456. [28] Psykologif?rlaget, A. B. (1995). Raven’s Matrices — Coloured. Stock- holm: Psykologif?rlaget. [29] Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia. Reading Research Quarterly, 27, 29-53. doi:10.2307/747832 [30] Raven, C., & Raven. (1994). Raven’s coloured progressive matrices. Psykologif?rlaget. [31] Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407. doi:10.1598/RRQ.21.4.1 [32] Svensson, I., & Jacobson, C. (2006). How persistent are phonological difficulties? A longitudinal study of reading retarded children. Dyslexia, 12, 3-20. doi:10.1002/dys.296 [33] Taube, K., Tornéus, M., & Lundberg, I. (1984). UMESOL. Stockholm: Psykologif?rlaget. [34] Tjus, T. (1998). Language and literacy acquisition in children with developmental and learning disabilities. G?teborgs Universitet, Psykologiska institutionen. [35] Tjus, T., Heimann, M., & Nelson, K. E. (2004). Interaction patterns between children and their teachers when using a specific multimedia and communication strategy: Observations from children with autism and mixed handicaps. Autism, 5, 175-188. [36] Tjus, T., Heimann, M. & Nelson, K. E. (2004). Reading acquisition by implementing a multimedia intervention strategy for fifty children with autism or other learning and communication disabilities. Journal of Cognitive and Behavioural Psychotherapies, 2, 203- 221. [37] Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34. [38] Torgesen, J. K., Morgan, S., & Davis, C. (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84, 364-370. doi:10.1037/0022-0663.84.3.364 [39] Wise, B. W., Ring, J., & Olson, R. K. (1999). Training phonological awareness with and without explicit attention to articulation. Journal of Experimental Child Psychology, 72, 271-304. doi:10.1006/jecp.1999.2490