Dyslexia Intervention
Dyslexia Intervention: Direct Instruction
Direct instruction is an explicit method of reading instruction that emphasizes logical, incremental and well thought out
lesson plans that are developed so that misinterpretation on the part of the teacher is minimized.
Dyslexia Intervention: Multi-Lit The Multi-Lit early literacy program was developed at Macquarie University, Queensland, Australia. The MultiLit Reading Tutor Program has been used successfully by learning support teachers, teacher aides, parent volunteers, speech pathologists, psychologists, educational consultants and tutors to help children with literacy difficulties. The Australian developed program covers the essential reading components of word attack skills, sight word recognition and reinforced reading in an interactive, highly explicit and structured way. A one-to-one remedial reading program, MultiLit involves minimal lesson preparation on the part of the teacher or tutor and has been shown to be highly effective in assisting low progress readers improve their reading skills. The MultiLit program is specifically designed for teaching students in Year Two and above (about 7 years of age upwards) who are reading at a level considerably below what might be expected for their age. More information about Multi-Lit can be found here. Multi-Lit.com http://www.multilit.com/ Content updated 2/15
Dyslexia Intervention: There are several different types of reading instruction methods outlined on this page.
The list is not exhaustive at this stage. Other reading intervention methods will be added over time.
You will find links to
sites that have more detailed information on each method.
The direct instruction reading intervention model was developed back in the late 60's early 70's by Siegfried Engelmann and his colleague, Wesley Becker.
Direct instruction programs focus on teacher training as one of their main goals. Primary school teachers are taught the
direct instruction model extensively, before they implement the program in their classrooms. The direct instruction lessons are designed to last no longer than 40 - 45 minutes.
The lessons target phonological processing, word recognition,
and also aim to develop students' fluency and reading comprehension.
Despite a significant evidence base of high efficacy, critics of the direct instruction teaching method claim that educators
have to follow a strict formula, which tends to inhibit and curtail their natural spontaneity and creativity as teachers.
More information about direct instruction can be found
here.
References
Zig Engelmann and Direct Instruction
http://www.zigsite.com/index.htm
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