Donnelly, P. M., Huber, E., & Yeatman, J. D. (2017, September 19). Intensive summer intervention drives linear growth of reading skill in children with dyslexia. Preprint on PsyArXiv
Code and data to reproduce manuscript figures available on github
A mixed-effects model was used to examine the growth rates of dyslexic children (n = 25) enrolled in 160 hours of summer intervention. Four comprehensive measurements spaced evenly over the course of intervention assessed decoding and reading fluency. The model analysis revealed that all reading skills increased linearly over the intervention. Regression analyses show a significant contribution of initial reading ability in predicting growth. Independent of age, phonological awareness, and rapid-naming, results purport a linear, dose-response relationship between hours of intervention and improvement in reading. These results inform decision making for optimal, cost-effective intervention dosage.