Efficacy of the Cellfield Intervention for reading difficulties: An integrated computer-based approach targeting deficits associated with dyslexia

Lee-Ann Prideaux^a, Kerry A. Marsh^a and Dimitri Caplygin^b
aGriffith University, ^bCellfield Pty Limited

Abstract
Despite contemporary research on dyslexia moving toward multi-deficit hypotheses, intervention studies tend to focus on specific causal mechanisms. The Cellfield Intervention, which involves computer-based activities designed to remediate multiple deficits concurrently, is evaluated in the present paper. Participants were 262 Australian school children (187 males, 75 females; mean age 11.05) who undertook the ten intervention sessions at the Cellfield Clinic in 26 mean days between pre- and post- test, during a 24 month period. Pre- and post-intervention data were collected using the Wide Range Achievement Test, the Woodcock Reading Mastery Tests – Revised, the Neale Analysis of Reading Ability, and ocular assessments. Significant gains (p < .05) were made in all three sets of dependent measures analyzed (i.e., reading-related skills, oral reading proficiency, and ocular measures) providing some support for the efficacy of an integrated approach to the treatment of reading difficulties.