Tier 3 specialized writing instruction for students with dyslexia

Tier 3 specialized writing instruction for students with dyslexia Two instructional experiments used randomized, controlled designs to evaluate the effectiveness of writing instruction for students with carefully diagnosed dyslexia, which is both an oral reading and writing disorder, characterized by impaired word decoding, reading, and spelling. In Study 1 (4th to 6th grade sample and 7th to 9th grade sample), students were randomly assigned to orthographic or morphological spelling treatment but all students were taught strategies for planning, writing, and reviewing/revising narrative and expository texts. Both treatments resulted in improvement on three measures of spelling and one measure of composition. Morphological treatment resulted in better improvement in spelling pseudowords, whereas orthographic treatment resulted in better improvement in rate of reading pseudowords. In Study 2 (4th to 6th grade sample), students were randomly assigned to explicit language treatment (phonological working memory + phonological-orthographic spelling + science report writing training) or nonverbal problem solving treatment (virtual reality-based computer simulation, drawing maps, and building clay models). Both treatments used science content material and resulted in significant improvement in spelling and reading pseudowords (accuracy and rate). The surprising finding was that hands-on, engaging science problem solving led to more improvement in phonological working memory than did specialized phonological instruction. Only when spelling instruction emphasized orthography or morphology (Study 1) did real word spelling improve. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Loading next page...
 
/lp/springer_journal/tier-3-specialized-writing-instruction-for-students-with-dyslexia-QCdrbo2gma
Publisher
Springer Journals
Copyright
Copyright © 2007 by Springer Science+Business Media, Inc.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-007-9066-x
Publisher site
See Article on Publisher Site

Abstract

Two instructional experiments used randomized, controlled designs to evaluate the effectiveness of writing instruction for students with carefully diagnosed dyslexia, which is both an oral reading and writing disorder, characterized by impaired word decoding, reading, and spelling. In Study 1 (4th to 6th grade sample and 7th to 9th grade sample), students were randomly assigned to orthographic or morphological spelling treatment but all students were taught strategies for planning, writing, and reviewing/revising narrative and expository texts. Both treatments resulted in improvement on three measures of spelling and one measure of composition. Morphological treatment resulted in better improvement in spelling pseudowords, whereas orthographic treatment resulted in better improvement in rate of reading pseudowords. In Study 2 (4th to 6th grade sample), students were randomly assigned to explicit language treatment (phonological working memory + phonological-orthographic spelling + science report writing training) or nonverbal problem solving treatment (virtual reality-based computer simulation, drawing maps, and building clay models). Both treatments used science content material and resulted in significant improvement in spelling and reading pseudowords (accuracy and rate). The surprising finding was that hands-on, engaging science problem solving led to more improvement in phonological working memory than did specialized phonological instruction. Only when spelling instruction emphasized orthography or morphology (Study 1) did real word spelling improve.

Journal

Reading and WritingSpringer Journals

Published: May 15, 2007

References

You’re reading a free preview. Subscribe to read the entire article.


DeepDyve is your
personal research library

It’s your single place to instantly
discover and read the research
that matters to you.

Enjoy affordable access to
over 18 million articles from more than
15,000 peer-reviewed journals.

All for just $49/month

Explore the DeepDyve Library

Search

Query the DeepDyve database, plus search all of PubMed and Google Scholar seamlessly

Organize

Save any article or search result from DeepDyve, PubMed, and Google Scholar... all in one place.

Access

Get unlimited, online access to over 18 million full-text articles from more than 15,000 scientific journals.

Your journals are on DeepDyve

Read from thousands of the leading scholarly journals from SpringerNature, Elsevier, Wiley-Blackwell, Oxford University Press and more.

All the latest content is available, no embargo periods.

See the journals in your area

DeepDyve

Freelancer

DeepDyve

Pro

Price

FREE

$49/month
$360/year

Save searches from
Google Scholar,
PubMed

Create lists to
organize your research

Export lists, citations

Read DeepDyve articles

Abstract access only

Unlimited access to over
18 million full-text articles

Print

20 pages / month

PDF Discount

20% off