abstract: Children with dyslexia have difficulty learning to read. The purpose of this study was to investigate whether the use of simultaneous multisensory structured language (multisensory) instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (TD; N=6) or with dyslexia (DYS; N=5) than structured language instruction alone. The use of non-English graphemes (letters) to represent two pretend languages were used to control for children’s lexical knowledge. A multiple baseline, multiple probe across subjects single-case design, paired with an alternating treatments design, was used to compare the efficacy of multisensory and structure language interventions. Participant’s graphed data was visually analyzed and individual Tau-U and weighted Tau-U effect sizes were calculated for the outcome variables: letter name production, letter sound production, word reading, and word spelling. Both interventions had an overall effect for participants with TD and DYS, though for individual participants intervention effects varied across outcome variables. However, the multisensory intervention did not provide a clear advantage over the structured intervention for participants with TD or DYS. / Dissertation/Thesis / Doctoral Dissertation Speech and Hearing Science 2016

The aim of this paper was to investigate what principles and approaches can be utilized when helping dyslexic students to improve their reading skills in the English classroom. The structure of this study is narrative research synthesis which means that the paper is based on articles written by others. The results indicate that there are several approaches to make use of, such as the Orton-Gillingham approach, Phonics and Whole language. Many experts support the principle of multisensory structured learning regarding the teaching of dyslexic students. This means that students use all their senses at the same time: visual, auditory and kinaesthetic. In order to further help students improve reading skills, the teacher can create a safe and calm classroom environment to reduce stress.

The purpose of this study was to gain an in-depth understanding of student, parent and educator perceptions of the effectiveness of the Barton Reading Spelling System. Two research questions were addressed in the study: (a) what are the students’, parents’, and educators’ perceptions of BRSS? and (b) what issues influence the effectiveness of the BRSS? Findings for the first research question included (a) positive effect on spelling, (b) positive effect on decoding and print vocabulary, (c) positive effect on reading fluency, (d) positive effect on writing fluency, (e) positive effect on students’ confidence, (f) positive effect on students’ motivations to read and write, (g) positive influence on reading comprehension if comprehension problems due to decoding deficits, and (h) no effect on oral vocabulary. Findings for the second research question included (a) the methodology, layout and training of the BRSS had a positive influence; (b) tutors’ level of experience, consistency of tutoring, level of instruction, communication with others, value in the program, and relationship with the tutee had an influence; (c) student characteristics of ADHD had a negative influence; and (d) lack of tutor support, education to teachers and parents and application of skills outside of BRSS tutoring had a negative influence. Implications of the study included (a) effectiveness of the BRSS with remediating decoding issues and reading comprehension issues directly related to decoding problems; (b) need for more teacher education on remediating basic reading problems; (c) the careful selection and support of tutors for the BRSS; (d) need for communication and collaboration among all teachers, tutors, and parents of students on BRSS; and (e) need for additional studies on the BRSS in larger samples sizes and in different settings.

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