Rebecca Felton (PhD, adjunct Professor, Simmons College) & and Liz Crawford (MS, CCC-SLP, Director of Interventions Florida Centre for Reading Research) reported on a study* they conducted in a school district in northern Florida, USA. Students at a Title I school with a large number of students considered at risk were provided with Letterland instruction over a three year period. The number of students classified as at risk decreased significantly over the course of the intervention.
At the onset of the study in the fall of 2005, 19% of the students were identified as high risk, 39% as at risk, and 42% on or above target performance. The number of students in the high risk and at risk categories declined progressively in each year of the study. In the final assessment, 3% were at high risk, 12% at risk, and 85% on or above target. View these incredible results in pie chart format below:
* Mnemonics and multisensory strategies: How important are these for teaching reading skills to at-risk
students? Felton, R & Crawford, E (2009). Paper presented at the annual Conference of the International Dyslexia
Association, Lake Buena Vista, Florida, November 2009.
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