Remediation of skills deficient in students with dyslexia typically occurs via withdrawal interventions focusing on phonological awareness and letter-sound knowledge. While one-on-one interventions are widely used, little attention has been paid to the alternative teaching approach of integrating multiple linguistic component interventions within the classroom. Accordingly, this study aims to examine the effectiveness of using word study within the classroom on the spelling skills of students with dyslexia. The study was divided into two parts: 1) examining the efficacy of incorporating a small group multiple linguistic intervention within the classroom on the spelling skills of 9-year-old students with dyslexia, and if there were similar effects for reading abilities; and 2) analysing the effects of word study instruction at the whole group level on student spelling. Two case study students (both 9-years of age) with dyslexia underwent small group multiple linguistic intervention, and were monitored for 8 weeks (3 days/week; 20 minutes/session) using baseline, intervention and post-intervention probes. Whole group word study instruction was enacted in a Year 4/5 classroom for 8 weeks (1 day/week; 1 hour/session), and the spelling performance of the 9-year-old students (i.e., n = 7) were compared to same age students from a control classroom (i.e., n = 7) in pre-post assessments. Both small group intervention case study students demonstrated significant improvements in spelling, yet minimal improvement was seen for reading. Whole group comparisons indicated no significant improvement. The findings for this study have implications for: a) research on effective interventions for older children with dyslexia, and b) the practical use of spelling interventions that are designed to co-exist within classroom instruction.

This study focused on multilingualism as the primary linguistic cognitive objective of investigation. An integrative approach focused on second language linguistics in order to acquire a background in the cognitive foundations of language and research methodology and theoretical models for the study of phenomena, such as language planning in multicultural societies and language and ethnic diversity. To design cognitive reading methods, a literature survey was conducted regarding the latest developments in the theories pertaining to cognitive formulas of the second language learner. A quantitative experimental study was conducted, data gathered was scrutinised and a cognitive reading programme was experimentally administered to twenty primary school learners. The responses were coded, the data captured and statistically computed. Conclusions indicated that cognitive reading materials were practical, valid and reliable. Cognitive formulas hold the potential of contributing to the understanding of cognitive reading development in second language proficiency in the Foundation Phase of schooling. / Teacher Education / M. Ed. (Didactics)

This study focused on multilingualism as the primary linguistic cognitive objective of investigation. An integrative approach focused on second language linguistics in order to acquire a background in the cognitive foundations of language and research methodology and theoretical models for the study of phenomena, such as language planning in multicultural societies and language and ethnic diversity. To design cognitive reading methods, a literature survey was conducted regarding the latest developments in the theories pertaining to cognitive formulas of the second language learner. A quantitative experimental study was conducted, data gathered was scrutinised and a cognitive reading programme was experimentally administered to twenty primary school learners. The responses were coded, the data captured and statistically computed. Conclusions indicated that cognitive reading materials were practical, valid and reliable. Cognitive formulas hold the potential of contributing to the understanding of cognitive reading development in second language proficiency in the Foundation Phase of schooling. / Teacher Education / M. Ed. (Didactics)