No evidence that an exercise-based treatment programme (DDAT) has specific benefits for children with reading difficulties

Dyslexia

Volumn 13, Issue 2, 2007, Pages 97-104

  Rack, John P ^a   Snowling, Margaret J ^b   Hulme, Charles ^b   Gibbs, Simon ^c  

^a Dyslexia Action   (United Kingdom)

^b UNIVERSITY OF YORK   (United Kingdom)

^c NORTH YORKSHIRE COUNTY COUNCIL   (United Kingdom)

Author keywords

Evaluation methodology; Intervention; Skills training

Indexed keywords

ACADEMIC ACHIEVEMENT; BODY EQUILIBRIUM; DATA ANALYSIS; DYSLEXIA; DYSPRAXIA; HUMAN; KINESIOTHERAPY; LEARNING DISORDER; MENTAL CAPACITY; MOTOR COORDINATION; NOTE; READING; SEMANTICS; SPELLING; WORKING MEMORY;

APRAXIAS; ATTENTION DEFICIT DISORDER WITH HYPERACTIVITY; BIAS (EPIDEMIOLOGY); CEREBELLUM; CHILD; CONTROLLED CLINICAL TRIALS; DYSLEXIA; EXERCISE; FOLLOW-UP STUDIES; HUMANS; MATCHED-PAIR ANALYSIS; RESEARCH DESIGN; TREATMENT OUTCOME;

EID: 34249801772     PISSN: 10769242     EISSN: 10990909     Source Type: Journal    
DOI: 10.1002/dys.335     Document Type: Note

References (11)

1. Glass, G., & Hopkins, K. (1984). Statistical methods in education and psychology (2nd ed.). Boston, MA: Allyn and Bacon.
2. Hatcher, P. J. (2003). Reading intervention: A 'conventional' and successful approach to helping dyslexic children acquire literacy. Dyslexia: An International Journal of Research & Practice, 9, 140-145.
3. Hatcher, P. (2006). Phonological awareness and reading intervention. In M. J. Snowling & J. Stackhouse (Eds.), Dyslexia, speech and language: A practitioner's handbook (2nd ed., pp. 167-197). London: Whurr.
4. Hatcher, P. J., Hulme, C., Miles, J. N. V., Carroll, J. M., Hatcher, J., Gibbs, S., et al. (2006). Efficacy of small group reading intervention for beginning readers with reading-delay: A randomized controlled trial. Journal of Child Psychology & Psychiatry, 47, 820-827.
5. Moher, D., Schulz, K. F., & Altman, D. G. (2001). The CONSORT statement: Revised recommendations for improving the quality of parallel-group randomised trials. Lancet, 357, 1191-1119.
6. Rack, J. (2003). The who, what, why and how of intervention programmes: Comments on the DDAT evaluation. Dyslexia: An International Journal of Research & Practice, 9, 137-139.
7. Reynolds, D., & Nicolson, R. I. (2007). Follow-up of an exercise-based treatment for children with reading difficulties. Dyslexia: An International Journal of Research & Practice, 13, 78-96.
8. Reynolds, D., Nicolson, R. I., & Hambly, H. (2003). Evaluation of an exercise-based treatment for children with reading difficulties. Dyslexia: An International Journal of Research & Practice, 9, 48-71.
9. Snowling, M. J., & Hulme, C. (2003). A critique of claims from Reynolds, Nicolson & Hambly (2003) that DDAT is an effective treatment for reading problems: 'Lies, damned lies and (inappropriate) statistics'. Dyslexia: An International Journal of Research & Practice, 9, 1-7.
10. Torgerson, C., & Torgerson, D. (2001). The need for randomised controlled trials in educational research. British Journal of Educational Studies, 25, 129-143.
11. Torgesen, J. K. (2005). Recent discoveries from research on remedial interventions for children with dyslexia. In M. Snowling, C. Hulme (Eds.), The science of reading: A handbook (pp. 521-537). London: Blackwell.