Date of Award

Spring 5-14-2022

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Keri DeSutter


Dyslexia, Barton, Orton-Gillingham, Reading Intervention


According to The International Dyslexia Association, it is estimated that 15-20 percent of the world's population experience at least one symptom of dyslexia throughout their lives (International Dyslexia Association, 2022). Dyslexia is an unexpected difficulty in reading in an individual who has the intelligence to be a much better reader (Shaywitz, 2017). It is described as a learning disability in reading and the individual has trouble reading at a good and accurate pace, and without making mistakes when they are reading or spelling text. There are several early predictors of dyslexia that can be identified as early as when the child first starts speaking. There are also several interventions that can help a child with dyslexia become a successful reader, including the Orton-Gillingham Approach to reading. This is a form of structured reading, that is a multi-sensory approach to teaching phonemic and phonological awareness. Within the Orton-Gillingham Approach, is a program called the Barton Reading and Spelling Program. The Barton Reading and Spelling Program is a multi-sensory, direct, explicit, structured, and sequential intense intervention program (Barton, 2021). Even though there is little evidence based data supporting the Barton Reading Program, it has several effective components. The purpose of this capstone project is to analyze the Barton Reading Program with three 3rd grade students within a special education resource room for students specifically who have dyslexia. This capstone was not structured within a scientific research setting, so the findings are not meant to be interpreted in this manner.



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