Effects of Prior Attention Training on Child Dyslexics' Response to Composition Instruction

Abstract

Twenty children (Grades 4 to 6) who met research criteria for dyslexia were randomly assigned to a treatment (attention training) or contact control (reading fluency training) group during their regular language arts block at a school that had emphasized multisensory, structured language treatment for reading disability. A university team provided either individual attention training (sustained, selective, alternating, and divided attention) or reading fluency training during the first 10 sessions and group composition instruction during the next 10 sessions. Analysis of variance evaluated the significance of Treatment × Session interactions from pretest to midtest (before composition instruction began) and midtest to posttest (when compositon instruction ends). Treatment × Time interactions were not significant between pretest and midtest, but the Treatment × Time interactions were significant from midtest to posttest for Wechsler Individual Achievement Test, Second Edition Written Composition and Delis–Kaplan Executive Function System Verbal Fluency (attention treatment group improved more over time). Individual children showed the same pattern as group results. For child dyslexics in upper elementary school, attention training did not transfer directly to improved composition but prior attention training led to faster improvement in composing and oral verbal fluency once composition instruction was introduced. Effective instruction for dyslexia may depend on the sequencing as well as the nature of instructional components and require specialized instruction for writing as well as reading.