01 NRDC Dyslexia 1-88 update - Texthelp

Developmental dyslexia in adults: a research review 81
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a stable enough sample for attrition not to call the findings into question;
a sample described in sufficient detail for researchers to determine whether the intervention is
differentially effective on demographic and psychometric criteria;
an intervention curriculum specified as to content, teaching method and duration;
appropriate, reliable and validated tests, with different forms at pre- and post-testing and test
administration that scrupulously follows the test protocols;
assessment of whether the new knowledge and skills are then applied to materials not
originally part of the intervention; and
assessment of whether new knowledge and skills are retained in the long term.
One suggested hierarchy of intervention research methods has listed, in descending order of
reliability:
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experimental designs employing two identical groups of participants assigned randomly to
treatment and control groups;
quasi-experimental designs, employing apparently identical (matched) but non-randomly
assigned treatment and control groups;
correlational designs, employing non-identical treatment and control groups but with
statistical controls for differences that may be important;
correlational designs with non-identical treatment and control groups, on an assumption that
the differences between them are unimportant; and
case studies, with a treatment group only and an assumption that differences among
participants are either obvious or not important.
It would be difficult to justify a nationally advocated intervention policy except by reference to
designs at the head of this hierarchy.
No studies were found that evaluated specific interventions with the mathematical difficulties
of adults with dyslexia.
No studies were found that evaluated specific interventions with adult dyslexic speakers of
English as a second or other language.
No studies were found that evaluated reading interventions addressing dyslexics’ difficulties
with verbal working memory.
No studies were found that evaluated reading interventions addressing dyslexics’ attentional
difficulties of any kind (i.e. difficulty in sustaining attention, difficulty in switching attention, or
difficulty in selective attention).
No studies were found that evaluated reading interventions addressing dyslexics’ difficulties in
inferring intention or mood.
No studies were found that evaluated reading interventions addressing specific language
impairment in dyslexics.
No studies were found that evaluated interventions addressing dyslexics’ difficulties with the
organisation of thought in writing.
Only seven research publications were found which evaluated specific interventions with adult