Research Papers and Articles

 


Results of a Research Project into the possible Impact on Literacy and Attitude of SEN pupils through Touch-type Read and Spell by Eleanor May Brenneker for Sutton Trust

Conclusion:
 
"Overall, literacy levels increase dramatically...Reading improved most, followed by spelling and comprehension"
 
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An Ofsted Report mentioning Touch-type Read and Spell.

Conclusions:

"Strengths are that keyboard skills are good and in some cases, outstanding - there is clear progress in reading and spelling"

"Motivation is very strong in TTRS - students are openly enthusiastic - response is good on the whole - students accept help and value it"

"This is of real value"

Click here to download full report (PDF format)


Llian Stephens - Evaulating the success of the Touch-type Read and Spell computer program on two groups of dyslexic children

Conclusion:

"It was found that exposing the children to the TTRS program for a period of 4 months improved their reading and spelling ages significantly"

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Sally Topley, Perth, Western Australia - Teaching phonics to adult non-readers using a culturally-neutral and age-appropriate computer based literacy course (TTRS)

Conclusion:

"From the very small sample, as all spelling level and most reading levels improved, it would seem that a professional use of TTRS as a teaching tool is to be recommended"

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TTRS Final Report of the Pentonville Prison Dyslexia Project -A Joint Initiative of The British Dyslexia Association and Pentonville Prison Funded by The National Year of Reading.

Conclusion:

"The (TTRS) project has far exceeded our expectations. This course has been phenomenally successful and I feel extremely lucky and proud to have it as part of the Education Program here at Pentonville"

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Greenwich Report - TTRS for the Visually Impaired  -Click here to download (PDF file)

Conclusion:

"Access to the Touch-type, Read and Spell course has enabled this small group of visually impaired children to improve their literacy skills and to begin to develop touch-typing skills that are being used both at home and within the classroom setting improved confidence and self-esteem has contributed to a positive attitude in other areas of learning and is making a good contribution to their attainment and progress" 


Whiting, P.R. & Chapman, E. Evaluation of a computer-based program to teach reading and spelling to students with learning difficulties.  Australian Journal of Learning Disabilities, 5(4), 11-17.

Conclusion:

"The typing/spelling/reading course resulted in gains in word attack, spelling, reading accuracy and spelling"

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TTRS and St Augustines School, Lewisham

Conclusions:

"..Pupils spelling skills have really improved... The pupils are able to transfer these skills learnt in TTRS to literacy and many other curriculum areas when they are word processing their work"

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TTRS and Learning Theories Assignment by Gerardine (Ger) O'Sullivan whilst studying for her MSc in eLearning in Dublin Institute of Technology in Ireland.

Conclusions:

"..Both behaviourism and cognitivism learning theories are successfully used in the delivery of the TTRS programme.."

"Finally I do believe a great deal of thought and work was put into the design of TTRS, especially in its use of reinforcement and multi-sensory methods. As a teacher I get great pleasure teaching the programme, seeing students achieve a new skill and gaining confidence in themselves at the same time."

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