Special Educational Services for Children with Specific Learning Disability (Dyslexia): An Evaluation

Authors

  • Mary Nugent

Keywords:

Special Educational Services, Dyslexia, SEN, Special Educational Needs, Educational Provision, Primary School

Abstract

This study explores the effectiveness and appropriateness of special educational provision for children with a specific learning disability (dyslexia) in the Irish primary school sector.

References

British Psychological Society (1999) Dyslexia, Literacy and Psychological Assessment, Leicester: British Psychological Society.

Chapple, C. and Spelman, B. (2003) The effectiveness of pupil referral to a special school for children with reading difficulties, The Irish Journal of Psychology, Vol. 24 (3-4), pp. 114-128.

Department of Education and Science (DES) (1999) Circular 08/99, Dublin: Author.

Department of Education and Science (DES) (2001) Report of the Task Force on Dyslexia, Dublin: The Stationery Office.

Klassen, R. (2001) ‘After the Statement’ Reading Progress Made by Secondary Students with Specific Literacy Difficulty Provision, Educational Psychology in Practice, Vol. 17 (2), pp. 121-133.

Lovett, M., Borden, S., DeLuca, T., Lacerenza, L., Benson, N. and Brackstone, D. (1994) Treating the Core Deficits of Developmental Dyslexia: Evidence of Transfer of Learning after Phonologically- and Strategy-based Reading Training, PAGE 8, Programmes Developmental Psychology, Vol. 30 (6), pp. 805-822.

Oakland, T., Black, J.L., Stanford, G., Nussbaum, M.L. and Balise, R.R. (1998) An Evaluation of the Dyslexia Training Program: A Multisensory Method for Promoting Reading in Students with Reading Disabilities, Journal of Learning Disabilities, Vol. 31 (2), pp. 140-147.

Ofsted (1999) Pupils with Specific Learning Difficulties in Mainstream Schools, London: Ofsted Publications.

Reason, R. (1998) Effective Academic Interventions in the United Kingdom: Does the ‘Specific’ in Specific Learning Difficulties (Disabilities) Now Make a Difference to the Way We Teach? School Psychology Review, Vol. 27 (1), pp. 57-65.

Shiel, G., Morgan, M. and Larney, R. (1998) Study of Remedial Education in Irish Primary Schools, Summary Report, Dublin: Educational Research Centre, St. Patrick’s College.

Snowling, M., Goulandris, N. and Defty, N. (1996) A Longitudinal Study of Reading Development in Dyslexic Children, Journal of Educational Psychology, Vol. 88 (4), pp. 653-669.

Swanson, H. and Hoskyn, M. (1998) Experimental Intervention Research on Students with Learning Disabilities: A Meta-analysis of Treatment Outcomes, Review of Educational Research, Vol. 68 (3), pp. 277-231.

The Psychological Corporation (1993) Wechsler Objective Reading Dimensions (WORD), London: The Psychological Corporation.

Torgesen, J.K., Alexander, A.W., Wagner, R.K., Rashotte, C.A., Voeller, K.S. and Conway, T. (2001) Intensive Remedial Instruction for Children with Severe Reading Disabilities: Immediate and Long-term Outcomes from Two Instructional Approaches, Journal of Learning Disabilities, Vol. 34 (1), pp. 33-58.

Uhry, J. and Shepherd, M. (1997) Teaching Phonological Recoding to Young Children with Phonological Processing Deficits: The Effect on Sight Vocabulary Acquisition, Learning Disability Quarterly, Vol. 20 (2), pp. 104-125.

Vaughn, S., Gerten, R. and Chard, D.J. (2000) The Underlying Message in Learning Disabilities Intervention Research: Findings from Research Synthesis, Exceptional Children, Vol. 67 (1), pp. 99-114.

Vaughn, S., Linan-Thompson, S. and Hickman, P. (2003) Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities, Exceptional Children, Vol. 69 (4), pp. 391-409.

Vellutino, F.R., Fletcher, J.M., Snowling, M.J. and Scanlon, D.M. (2004) Specific Reading Disability (Dyslexia): What Have we Learned in the Past Four Decades? Journal of Child Psychology and Psychiatry, Vol. 45 (1), pp. 2-40.

Downloads

Published

2021-01-24

How to Cite

Nugent, M. (2021). Special Educational Services for Children with Specific Learning Disability (Dyslexia): An Evaluation. REACH: Journal of Inclusive Education in Ireland, 19(2), 102–111. Retrieved from https://reachjournal.ie/index.php/reach/article/view/146

Issue

Vol. 19 No. 2 (2006)

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright Notice

Authors contributing to REACH: Journal of Inclusive Education in Ireland retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons Attribution- NonCommercial- NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License allowing third parties to share, copy and redistribute the material in any medium or format under the following terms:  

  • Attribution (BY): You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
  • NonCommercial (NC): You may not use the material for commercial purposes.
  • NoDerivatives (ND): If you remix, transform, or build upon the material, you may not distribute the modified material.

Learn more about Creative Commons  licensing.