SPELD NZ remedial intervention for dyslexia

Abstract

Intensive tutoring has been shown to be effective in improving the academic skills of children with reading disabilities. This study investigated the efficacy of SPELD NZ's specialist intervention. The 42 participants were aged seven years and in Year 3 in 2011. The teaching provided was one to one from qualified SPELD NZ teachers. Analyses were conducted on students' Johnson III (WJIII) scores post-test compared to pre-study assessment. Analyses revealed significant scores gains in both the WJIII Cognitive Abilities and Test of Achievement. Noteworthy were the large effect sizes post`remediation from the broad reading skills cluster, the word attack subscale and verbal comprehension. Less e..