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ERIC Number: EJ935381
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-1446-5442
Sub-Lexical Reading Intervention in a Student with Dyslexia and Asperger's Disorder
Wright, Craig; Conlon, Elizabeth; Wright, Michalle; Dyck, Murray
Australian Journal of Educational & Developmental Psychology, v11 p11-25 2011
Dyslexia is a common presenting condition in clinic and educational settings. Unlike the homogenous groups used in randomised trials, educators typically manage children who have multiple developmental problems. Investigations are required into how these complex cases respond to treatment identified as efficacious by controlled trials. This study reports on a sub-lexical intervention in a student with dyslexia and Asperger's Disorder. Substantial and clinically significant gains were obtained on multiple measures of phonological decoding skill and irregular-word reading. The improvements in word-level skills were accompanied by moderate improvements in text-reading accuracy and reading comprehension. Results are discussed in the context of single-case methodology and the implications for practice and future research are discussed. (Contains 2 figures and 2 tables.)
University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children