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An Evaluation of the Dyslexia Training ProgramA Multisensory Method for Promoting Reading in Students with Reading DisabilitiesThomas Oakland, PhD, is professor and chair of Foundations of Education at the University of Florida. He also serves as president of the International School Psychology Association and president-elect of the International Test Commission. Much of his research has focused on issues associated with learning disabilities and assessment of children and youth.
Jeffrey L. Black, MD, is the medical director of the Luke Waites Child Development Center at the Texas Scottish Rite Hospital for Children in Dallas. He is a clinical assistant professor with the Department of Pediatrics at the University of Texas Southwestern Medical Center, also in Dallas. His clinical, teaching, and research focus is on assessment and intervention of learning disorders in children.
George Stanford, PhD, is the director of Institute for Learning and Communication Strategies in Austin, Texas. He was research associate at the University of Texas at Austin while participating in this research; his research focused on intervention for students with learning disabilities. He also developed and directed the Special Education Technology Laboratory and continues his interests in assistive and instructional technology.
Nancy L. Nussbaum, PhD, is a developmental neuropsychologist at Austin Neurological Clinic. Her current work involves clinical practice and research with children who have developmental and neurological disorders.
Raymond R. Balise, PhD, is a research scientist at Texas Scottish Rite Hospital for Children. He is currently investigating auditory perception ability in children with and without developmental dyslexia and subtypes of reading disabilities. Address: Jeffrey L. Black, Scottish Rite Hospital, 2222 Welborn, Dallas, TX 75219. The development of reading and spelling skills in students with dyslexia, by definition, is delayed and often remains delayed despite years of instruction. Three qualities are thought to facilitate reading development in these children: the provision of a highly structured phonetic-instruction training program with heavy emphasis on the alphabetic system, drill and repetition to compensate for short-term verbal memory deficits, and multisensory methods to promote nonlanguage mental representations. The Dyslexia Training Program, a remedial reading program derived from Orton-Gillingham methods, embodies these qualities. Following their 2-year program, students displaying dyslexia demonstrated significantly higher reading recognition and comprehension compared with a control group. The two groups did not differ in spelling. In addition, the degree of improvement in reading demonstrated by students who received the Dyslexia Training Program by videotape and by those who received it live from instructors did not differ.
Journal of Learning Disabilities, Vol. 31, No. 2,
140-147 (1998) This article has been cited by other articles:
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