Tier 3 specialized writing instruction for students with dyslexia |
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| Authors: | Virginia W Berninger William D Winn Patricia Stock Robert D Abbott Kate Eschen Shin-Ju Lin Noelia Garcia Marci Anderson-Youngstrom Heather Murphy Dan Lovitt Pamala Trivedi Janine Jones Dagmar Amtmann William Nagy |
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| Institution: | (1) Department of Educational Psychology, University of Washington, 322 Miller, Box 353600, Seattle, WA 98195-3600, USA;(2) Department of Educational Psychology, University of Washington, 312 Miller, Box 353600, Seattle, WA 98195-3600, USA;(3) Seattle Pacific University, Seattle, WA, USA |
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| Abstract: | Two instructional experiments used randomized, controlled designs to evaluate the effectiveness of writing instruction for
students with carefully diagnosed dyslexia, which is both an oral reading and writing disorder, characterized by impaired
word decoding, reading, and spelling. In Study 1 (4th to 6th grade sample and 7th to 9th grade sample), students were randomly
assigned to orthographic or morphological spelling treatment but all students were taught strategies for planning, writing,
and reviewing/revising narrative and expository texts. Both treatments resulted in improvement on three measures of spelling
and one measure of composition. Morphological treatment resulted in better improvement in spelling pseudowords, whereas orthographic
treatment resulted in better improvement in rate of reading pseudowords. In Study 2 (4th to 6th grade sample), students were
randomly assigned to explicit language treatment (phonological working memory + phonological-orthographic spelling + science
report writing training) or nonverbal problem solving treatment (virtual reality-based computer simulation, drawing maps,
and building clay models). Both treatments used science content material and resulted in significant improvement in spelling
and reading pseudowords (accuracy and rate). The surprising finding was that hands-on, engaging science problem solving led
to more improvement in phonological working memory than did specialized phonological instruction. Only when spelling instruction
emphasized orthography or morphology (Study 1) did real word spelling improve.
Preparation of this chapter was supported by Grant Nos. HD25858 and P50 33812 from the National Institute of Child Health
and Human Development (NICHD).
In Study 1 teaching assistants included Sylvia Abbott, Marci Anderson-Youngstrom, Belle Chennault, Kate Eschen, Noelia Garcia,
Sandra Hiramatsu, Lynn Junell, Julia Kim, Stephanie King, Shin-Ju (Cindy) Lin, Rebecca Metzger, Heather Murphy, Jennifer Norton,
Sue Palewicz, Rebecca Pirie, and Suzanna West. Also on the assessment team were Sylvia Abbott, Belle Chenault, Kate Eschen,
and Rebecca Pirie. Certified teachers Diana Hoffer and Christina Johnson implemented the composition lessons written by the
first author. In Study 2, teaching assistants included Nicole Alston-Abel, Leah Altemeier, Wade Altom, Marci Anderson-Youngstrom,
Annie Boyd, Nicole Garcia, Laura Gould, Marta Holsinger, Yen-Ling Lee, Shin-Ju (Cindy) Lin, Laurie McCarthy, Heather Murphy,
Hema O’Shea, Michelle Proux, Kristine Tardiff, and Kari Terjeson. Janine Jones supervised the assessment team. Margaret McShane
and Doug Stock served as administrative assistants. |
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| Keywords: | Composition Dyslexia Handwriting Spelling Writing |
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