Data

Reading, spelling and language measures for dyslexic children who do different types of reading treatment (before and after).

Macquarie University
Associate Professor Genevieve McArthur (Managed by)
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ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rfr_id=info%3Asid%2FANDS&rft_id=http://researchdata.ands.org.au/view/?key=http://hdl.handle.net/1959.14/219747&rft.title=Reading, spelling and language measures for dyslexic children who do different types of reading treatment (before and after).&rft.identifier=http://researchdata.ands.org.au/view/?key=http://hdl.handle.net/1959.14/219747&rft.publisher=Macquarie University&rft.description=The aims of this study were to (1) compare sight word training and phonics training in children with dyslexia, and (2) determine if different orders of sight word and phonics training have different effects on the reading skills of children with dyslexia. One group of children (N = 36) did 8 weeks of phonics training (reading via grapheme-phoneme correspondence (GPC) rules) and then 8 weeks of sight word training (reading irregular words as a whole); one group did the reverse (N = 36); and one group did phonics and sight word training simultaneously for two 8-week periods (N = 32). We measured the effects of phonics and sight word training on sight word reading (trained irregular word reading accuracy, untrained irregular word reading accuracy), phonics reading (nonword reading accuracy, nonword reading fluency), and general reading (word reading fluency, reading comprehension). Collection and analysis of data for this project was assisted by Professor Anne Castles, Linda Larsen, Kristy Jones, Thushara Anandakumar and Erin Banales from Macquarie Universtiy.&rft.creator=Anonymous&rft.date=1970&rft.relation=10.1080/02643294.2013.784192&rft.relation=10.1111/j.1467-9817.2011.01503.x&rft_rights=All Rights Reserved - private research and study only, fair use, any other use requires contact for permission. Intellectual Property relating to this collection is owned by Macquarie University&rft_rights=&rft_subject=COGNITIVE SCIENCE&rft_subject=PSYCHOLOGY AND COGNITIVE SCIENCES&rft_subject=Reading&rft_subject=Spelling&rft_subject=Language&rft_subject=Dyslexia&rft_subject=Treatment&rft_subject=Control Trial&rft_subject=Children&rft.type=dataset&rft.language=English Access the data

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genevieve.mcarthur@mq.edu.au

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All Rights Reserved - private research and study only, fair use, any other use requires contact for permission. Intellectual Property relating to this collection is owned by Macquarie University

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The aims of this study were to (1) compare sight word training and phonics training in children with dyslexia, and (2) determine if different orders of sight word and phonics training have different effects on the reading skills of children with dyslexia. One group of children (N = 36) did 8 weeks of phonics training (reading via grapheme-phoneme correspondence (GPC) rules) and then 8 weeks of sight word training (reading irregular words as a whole); one group did the reverse (N = 36); and one group did phonics and sight word training simultaneously for two 8-week periods (N = 32). We measured the effects of phonics and sight word training on sight word reading (trained irregular word reading accuracy, untrained irregular word reading accuracy), phonics reading (nonword reading accuracy, nonword reading fluency), and general reading (word reading fluency, reading comprehension).

Collection and analysis of data for this project was assisted by Professor Anne Castles, Linda Larsen, Kristy Jones, Thushara Anandakumar and Erin Banales from Macquarie Universtiy.

Created: 01 07 2008 to 31 12 2010

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Subjects
Cognitive Science | Children | Control Trial | Dyslexia | Language | Psychology and Cognitive Sciences | Reading | Spelling | Treatment |

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