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ERIC Number: ED549052
Record Type: Non-Journal
Publication Date: 2012
Pages: 106
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-5717-5
ISSN: N/A
The Effect of Individual Differences in Cognitive Profiles on Response to Treatment in Dyslexic Children
Galbo, Jennifer
ProQuest LLC, Psy.D. Dissertation, St. John's University (New York)
Research affirms the Double Deficit Hypothesis, which posits that there are three primary dyslexic subtypes, Phonological Deficit, Naming Speed Deficit, and Double Deficit (Wolfe & Bowers 1999; Feller 2008; Katzir et al. 2008). These subtypes differ in terms of core cognitive deficits. There has not been research, to-date, examining the response of these subtypes to empirically supported treatments, such as Wilson. Wilson is an Orton-Gillingham based program that uses multisensory techniques in a systematic fashion to teach reading. This study examined whether individual differences in the cognitive profiles of reading impaired individuals impact their response to the empirically-based Wilson program. Specifically, using a small-n design, this study examined the response of the three dyslexic subtypes to Wilson. Prospective and/or current 2nd and 3rd graders with reading difficulties were recruited from local schools. After subjects were assessed and placed into a subtype, baseline reading data were collected using the WJ III ACH. Subjects then received the Wilson intervention in groups of 5 for 90-minute sessions 5 times per week for 1 month. Subjects were then reassessed. Results yielded that the response of reading impaired subjects to Wilson varied significantly according to subtype, due to profile differences. Of all subtypes, the PD subtype yielded the greatest gains in pretest-posttest scores, as hypothesized. A linear regression was conducted to determine whether reading subtype predicted performance post-treatment. The findings showed that reading subtype on its own was not significant; however, when subtype was combined with Verbal Intelligence (the WISC-IV VCI), results were significant for Word Attack skills. Additionally, the VCI, itself, significantly accounted for the variance in almost all dependent variables. Overall, the results of this study suggest that consideration of cognitive profiles is warranted when selecting treatments for students with reading difficulties. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement