Sub-Lexical Reading Intervention in a Student with Dyslexia and Asperger's Disorder

Autor/inn/en	Wright, Craig; Conlon, Elizabeth; Wright, Michalle; Dyck, Murray
Titel	Sub-Lexical Reading Intervention in a Student with Dyslexia and Asperger's Disorder
Quelle	In: Australian Journal of Educational & Developmental Psychology, 11 (2011), S.11-25 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-5442
Schlagwörter	Reading Comprehension; Intervention; Asperger Syndrome; Dyslexia; Reading Difficulties; Developmental Disabilities; Decoding (Reading); Phonological Awareness; Word Recognition; Reading Skills; Skill Development; Children; Phoneme Grapheme Correspondence; Foreign Countries; Australia; Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Leseverstehen; Asperger-Syndrom; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reading difficulty; Leseschwierigkeit; Entwicklungsstörung; Dekodierung; Worterkennung; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Child; Kind; Kinder; Ausland; Australien; WIAT; Eignungsprüfung; Eignungstest
Abstract	Dyslexia is a common presenting condition in clinic and educational settings. Unlike the homogenous groups used in randomised trials, educators typically manage children who have multiple developmental problems. Investigations are required into how these complex cases respond to treatment identified as efficacious by controlled trials. This study reports on a sub-lexical intervention in a student with dyslexia and Asperger's Disorder. Substantial and clinically significant gains were obtained on multiple measures of phonological decoding skill and irregular-word reading. The improvements in word-level skills were accompanied by moderate improvements in text-reading accuracy and reading comprehension. Results are discussed in the context of single-case methodology and the implications for practice and future research are discussed. (Contains 2 figures and 2 tables.) (As Provided).
Anmerkungen	University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10