Bedfordshire EAZ/Local Education Authority Study
An Independent Study
Educators Confirm DORE Therapy Highly Effective When Teamed with School Programs
Independent studies conducted by leading educators prove the DORE Program significantly boosts learning skills when combined with other school programs supporting students with learning difficulties.
Bedfordshire Education Action Zone and Local Education Authority Studies
Diverse Group Is Focus of Studies
Ruth Broomhall, project manager and consultant for the special needs provision to Bedfordshire Education Action Zone and Local Education Authorities, and Jane Templeman, a SENCO and consultant to the Bedfordshire Education Action Zone independently designed the studies.
36 students ranging in age from 10 through 16 years were selected from different schools across the region. The group included children from different ethnic backgrounds who came from socially deprived environments. They were divided into the following groups according to the severity of their learning difficulties:
- Statemented– those schools found with most severe learning difficulties
- School Action & School Action Plus– those being assisted by in-school support programs
- Monitored– those with borderline difficulties, but not receiving structured support
In-School Therapy Tested— Remarkable Results
A Learning Support Assistant supervised the DORE therapy each morning at school. After 12 months, interim results of the studies showed the DORE Program to be effective at all levels of ability and special needs. See sample results below:
Area Tested: Reading
Statemented Students: These students were the most severely impaired in reading and were receiving the greatest amount of additional help from school
- After participating in the DORE Program, this group showed a 291% improvement over their prior reading rate
- For the first time in their lives, these children began catching up with their normal reading peers
School Action & School Action Plus Students: Scoring somewhat better than the Statemented group, these students were still behind in their reading skills
- After one year on the DORE Program, this group improved by 220%, making 17 month's progress in just 12 months
Monitored Students: Monitored students are considered "at risk" and have borderline reading difficulties
- The DORE Program helped these students improve their reading rate to nearly that of normal reading students
Area Tested: Spelling
Spelling is a notoriously difficult skill to improve in reading-disabled children. To maintain a skill level is an achievement– to improve it is a bonus.
Statemented Students: At 65.5 points, these students tested well below the normal spelling average of 85-115 points.
- After participating in the DORE Program, their scores increased to 74.3 points
- The poorest spellers in the group made the biggest improvements
School Action & School Action Plus Students: These students tested at the lowest point of the normal range.
- After DORE Program therapy, scores improved to 86.36 points
Monitored Students: These students started at the lower end of normal.
- After 12 months using the DORE Program, their score had risen to 96
Conclusions
These independent studies clearly show that the DORE Program can significantly help even the most severely learning disabled student.
In addition, findings indicate the DORE Program adds a great deal of value when implemented with other learning support programs in schools.
Read the full Bedfordshire EAZ/Local Education Authority Report