| Simos et al., 2002 |
8; 6 received Phono-Graphix, 2 received Lindamood Phonemic Sequencing |
8 |
7–17 yrs |
Phono-Graphix (Read America, Orlando FL) Lindamood Phonemic Sequencing (Lindamood-Bell, San Luis Obispo, CA) |
80 hrs: 1-2 hr/day over 8 wk |
| Aylward et al., 2003 |
10 |
11 |
139.1 (9.8) months, 137.5 (7.9) months |
Instruction in linguistic awareness, alphabetic principle, fluency, and reading comprehension |
28 hrs: 2hr/day over 14 session days (3 wk) |
| Temple et al., 2003 |
20 |
12 |
8–12 yrs |
Fast ForWord Language (Scientific Learning Corporation, Oakland, CA) |
100 min/day, 5 days/wk, average 27.9 days |
| Eden et al., 2004 |
19 total; 9 received intervention |
19 |
adults, RD 44.0 (9.4), CT 41.1 (9.7) |
Multisensory instruction including sound awareness, letter-sound association, articulatory feedback administered by Lindamood-Bell Learning Corporation staff |
3 hr/day, 8 wks, avg 112.5 hr total |
| Shaywitz et al., 2004 |
49 total; 37 received experimental intervention, 12 received community intervention |
28 |
6.1 – 9.4 yrs; RD experimental 7.9 (0.5), RD community 8.1 (0.6), CT 8.0 (0.5) |
Experimental intervention [127] included sound-symbol associations, blending, timed reading for fluency, oral reading, dictation |
50 min/day for 8 months |
| Simos, et al., 2005 |
16; 13 responders, 3 non-responders |
17 |
5.6–7.2 yrs at baseline (Low risk group 5.6–6.5, High risk group 6.0–7.2) 6.4–8.1 yrs at posttest (Low risk 6.4 – 7.5, High risk group 7.0 – 8.1) |
Proactive Reading and Responsive Reading [128]
|
40 min/day, 5 day/wk for 8 months |
| Richards et al., 2006 |
18; 8 orthographic treatment, 10 morphological treatment |
21 |
RD 130.8 months, CT 132.6 months |
Instruction in alphabetic principle, composition, and either orthographic spelling treatment or morphological spelling treatment |
28 hr total: 2 hr/day for 14 sessions over 3 wk |
| Hoeft et al., 2007 |
64 struggling readers (identified by teachers, many had scores in average range) |
- |
10.0 (1.09) yrs |
Power4Kids Reading Initiative. Many participants received 1 of 4 interventions, but there was no significant effect of intervention on decoding scores. |
about 6 months during school year |
| Richards et al., 2007 |
20; 11 phonological treatment, 9 nonphonological treatment |
10 nonphonological treatment |
RD phonological 137.7 (10.00) months, RD nonphonological 134.60 (11.10) months, CT 128.60 (8.00) months |
Phonological treatment included explicit written language instruction using phonological working memory, phoneme-grapheme correspondences in spelling, and science report writing [129]. Nonphonological treatment included nonverbal virtual reality supported science problem solving [130]
|
24 hrs total—8 sessions over 2 wks with 3 hr/session |
| Simos, Fletcher, Sarkari, Billingsley-Marshall, et al., 2007 |
15 |
- |
7–9 years |
Phono-Graphix [131] and Read Naturally [132]
|
16 weeks total: 2 hr/day for 8 wks Phono-Graphix, 1 hr/day for 8 wks Read Naturally |
| Simos, Fletcher, Sarkari, Billingsley, et al., 2007 |
15; 8 responders, 7 nonresponders (same as Simos, et al., 2007 above) |
10 |
7–9 years |
Phono-Graphix [131] and Read Naturally [132]
|
16 weeks total: 2 hr/day for 8 wks Phono-Graphix, 1 hr/day for 8 wks Read Naturally |
| Meyler et al., 2008 |
23 (possible overlap with Hoeft, et al., 2007) |
12 |
5th grade |
Power4Kids project used four programs: Corrective Reading, Wilson Reading, Spell Read Phonological Auditory Training (PAT), Failure Free Reading |
100 hrs total over 6 months |
| Odegard et al., 2008 |
12 total: 6 responders, 6 nonresponders |
6 |
10 – 14 yrs |
Take flight: A comprehensive intervention for students with dyslexia [133]
|
90 min/day, 4 days/wk for 2 school years |
| Richards & Berninger, 2008 |
18 (same as Richards et al., 2006) |
21 |
RD 130.8 months, CT 132.6 months |
Instruction in alphabetic principle, composition, and either orthographic spelling treatment or morphological spelling treatment |
28 hrs total—14 sessions over 3 wks with 2hr/session; |
| Davis et al., 2011 |
10 total: 5 responders, 5 nonresponders |
4 |
7.5 (0.43) yrs |
Intervention consisted of sight word reading, letter sound practice, decoding practice, and reading for fluency. |
45 min, 3 days/wk, 17 weeks |
| Farris et al., 2011 |
10 total: 5 responders, 5 nonresponders (same as Odegard et al., 2008) |
5 |
10 – 14 yrs |
Take flight: A comprehensive intervention for students with dyslexia [133]
|
90 min/day, 4 days/wk for 2 years |
| Hoeft et al., 2011 |
25 |
20 |
RD 14.0 (1.96) CT 11.0 (2.57) |
This study did not provide an intervention. 11 participants received some form of intervention, but no differences were observed for intervention. |
- |
| Rezaie et al., 2011a |
20 total: 10 Adequate Responders (AR), 10 Inadequate Responders (IR) |
20 |
Adequate Responders 158±7 months, Inadequate Responders 153±11 months, CT 151±11 months |
Instruction included word study, fluency, vocabulary, comprehension [134]
|
45–50 min/day over 1 schoolyear |
| Rezaie et al., 2011b |
27 total: 16 AR, 11 IR (possible overlap with Rezaie, et al., 2011a) |
23 |
Adequate Responders 159±9 months, Inadequate Responders 156±16 months, CT 153±12 months |
Instruction included word study, fluency, vocabulary, comprehension [134]
|
45–50 min/day over 1 schoolyear |
| Yamada et al., 2011 |
7 (at-risk) |
7 (on-track) |
At-risk 5.6 (0.2) yrs, On-track 5.7 (0.3) yrs |
Early Reading Intervention [135]
|
30 min/day, 3 months |
| Gebauer Fink, Kargl et al., 2012 |
20 total (poor reading and spelling): 10 Treatment (TG), 10 Waiting Group (WG) |
10 |
10–15 yrs, (M = 11.80; SD = 1.58) |
Morpheus: a computer-aided morpheme-based spelling training in German [136]
|
Daily handwritten and computer homework, 1/wk instructor-guided courses for 2 hr, over 5 wks. |
| Bach et al., in press |
6 poor readers (group classification made at follow-up) |
11 |
Poor Readers 6.33±0.19 yr, Normal Readers 6.35±0.29 yr |
Graphogame: a computerized training game teaching grapheme-phoneme correspondences in German [137]–[139]
|
321.5±124.3 min over 8 wk |
