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The Effectiveness of a Multisensory Alphabetic Phonetic Approach With College Students Who Are Learning Disabled

Barbara Priddy Guyer received her EdD degree from the University of Virginia in 1977. Her research interests include teaching techniques for the college student who is LD. She is currently a professor of special education and director of H.E.L.P. at Marshall University. Address: Barbara P. Guyer, EdD, Special Education Department, Marshall University, 110 Jenkins Hall, Huntington, WV 25701.

David Sabatino

David Sabatino received his PhD from The Ohio State University. His current research interests include information processing, particularly for students with learning disabilities/Behavioral Disorders. He is dean, College of Behavioral Sciences, West Virginia College of Graduate Studies.

College students diagnosed as learning disabled were studied to determine whether they would make more progress in a summer program if taught by an adaptation of the Orton-Gillingham (O-G) approach. Progress of those exposed to this approach was compared to progress of those exposed to (a) a nonphonetic approach or (b) no educational activity. Pre- and posttest results are reported for the Wide Range Achievement Test-Revised and Woodcock Reading Mastery Tests. The subjects were 30 college students aged 17 to 24, who were diagnosed as LD. They were divided into groups of 10 and exposed to the indicated educational intervention. The O-G group was found to achieve statistically significant improvement in reading when compared to the group using the nonphonetic approach or no educational activity. No statistically significant difference was noted between the latter two groups. This study indicates that a modified O-G approach is useful in the teaching of reading to college students who are LD.

Journal of Learning Disabilities, Vol. 22, No. 7, 430-434 (1989)
DOI: 10.1177/002221948902200707


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