51逗奶

Name of Project: Statistical Analysis of Pre- and Post-test Raw Scores for Reading Phonetically Regular Words on a Criterion-Referenced Test of Reading Skills

Population: Students aged five years, seven months (5-7) to twelve years, seven months (12-7), with an average age of seven years, eleven months (7-11), with the primary diagnosis of dyslexia/specific learning disability in reading. Data presented were collected between 2009 and 2016, and continue to be updated annually.

Service Delivery Model: After-school program (LEAP - Language Enhancement and Achievement Program) that used a modified version of the DuBard Association Method庐 delivered by para-professionals and supervised by certified speech-language pathologists in a resource schedule of service delivery for 48 contact hours over the course of a semester.

Assessment Instrument: Decoding Skills Test (DST), Subtest II

• Raw score values range from 0-120.

• Phonic Transfer Index (PTI) scores range from 0.00-1.00.

Length of time between pre- and post-test: 48 contact hours of intervention; four months during spring and fall, two months during summer

Statistical Analyses: Paired sample t-test

Results:

Students (n=84) diagnosed with a reading disability made significant improvement in reading phonetically regular words after 48 hours of multisensory, structured language intervention, t(83)=-9.353, p<0.001.

Students diagnosed with a reading disability made significant improvement in the application of phonic skills when decoding after 48 hours of multisensory, structured language intervention, t(48)=-5.348, p<0.01.

Interpretation:

For students with dyslexia/SLD in reading enrolled for 48 hours in an after-school program using a modified version of the DuBard Association Method庐, significant increases were found in raw scores and PTIms scores on a test of decoding skills.

 

Reference:

Richardson, E., and DiBenedetto, B. (1985). Decoding Skills Test. Los Angeles: Western Psychological Services