Use of Visual Training for Reading Disabilities: A Review

Visual training continues to be used as a remediation technique for reading disabilities despite consistent evidence that it does not provide effective treatment. A review of the ophthalmologic, optometric, and psychological literature relating to the assumption that a relationship exists between reading failure and perceptual ability has found no evidence to support this assumption.

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Systematic Instruction in Phoneme-Grapheme Correspondence for Students With Reading Disabilities

Intervention in School and Clinic ◽

10.1177/1053451216676798 ◽

2016 ◽

Vol 52 (5) ◽

pp. 262-269 ◽

Cited By ~ 4

Author(s):

Gentry A. Earle ◽

Kristin L. Sayeski

Keyword(s):

Struggling Readers ◽

Reading Disabilities ◽

Special Educators ◽

Explicit Instruction ◽

Strong Predictor ◽

Reading Failure ◽

Systematic Instruction ◽

Alphabetic Principle ◽

Letter Sound ◽

Common Misconceptions

Letter-sound knowledge is a strong predictor of a student’s ability to decode words. Approximately 50% of English words can be decoded by following a sound-symbol correspondence rule alone and an additional 36% are spelled with only one error. Many students with reading disabilities or who struggle to learn to read have difficulty with phonology, an understanding of how sounds are organized within language. This can result in difficulty grasping the alphabetic principle, the knowledge of the relation between speech sounds and the letters/letter patterns that represent them. Research has demonstrated the benefits of intensive, explicit instruction for developing struggling readers’ capacity to identify phonemes and apply knowledge of phoneme-grapheme correspondence for decoding. In this article, common misconceptions and basic tenets of effective letter-sound instruction are provided to help special educators and reading interventionists plan for effective phoneme-grapheme correspondence instruction for students with reading disabilities or who are at risk for reading failure.

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Encounter Groups and Rehabilitation

Journal of Applied Rehabilitation Counseling ◽

10.1891/0047-2220.4.3.157 ◽

1973 ◽

Vol 4 (3) ◽

pp. 157-163

Author(s):

Daniel W. Cook ◽

Susan M. Sleater ◽

Joseph T. Kunce

Keyword(s):

Adverse Effects ◽

Effective Treatment ◽

Small Group ◽

Treatment Modalities ◽

Popular Press ◽

Psychological Literature ◽

Encounter Group ◽

Specialized Form ◽

Rehabilitation Personnel

Rehabilitation workers are continually searching for new and effective treatment modalities. Recently there has been increased interest in the use of the small group in rehabilitation practice. A more specialized form of group procedures, the encounter group, is drawing interest in psychological literature and the popular press. This paper distinguishes encounter groups from other group procedures, reviews the literature concerning positive and adverse effects of encounter techniques when used with rehabilitation populations, recommends when encounter techniques may be most applicable and gives recommendations for rehabilitation personnel interested in using encounter group procedures.

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Audio-visual training in children with reading disabilities

Computers & Education ◽

10.1016/j.compedu.2004.08.008 ◽

2006 ◽

Vol 46 (4) ◽

pp. 407-425 ◽

Cited By ~ 36

Author(s):

Annie Magnan ◽

Jean Ecalle

Keyword(s):

Reading Disabilities ◽

Visual Training

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Qualitative Examination of Children's Naming Skills through Test Adaptations

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1803.206 ◽

1987 ◽

Vol 18 (3) ◽

pp. 206-216 ◽

Cited By ~ 16

Author(s):

Melanie Fried-Oken

Keyword(s):

Effective Treatment ◽

Language Disorder ◽

Treatment Goals ◽

Expressive Vocabulary ◽

Qualitative Information ◽

Word Finding ◽

Confrontation Naming ◽

Naming Test

A new procedure entitled the Double Administration Naming Technique is proposed to assist the clinician in obtaining qualitative information about a client's visual confrontation naming skills. It involves the administration of the standard naming test followed by a readministration of the instrument. A series of naming cues then are presented. By examining the number and types of naming errors produced during the two test presentations, the clinician distinguishes word-finding problems from expressive vocabulary limitations and qualitatively describes the language disorder. The cues that facilitate correct naming are used to plan effective treatment goals.

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