Lori Bryson Entzminger, Ed.D.
Historically, theories pertaining to learning disabilities, and the programs and techniques
developed to attempt to help children with learning disabilities, have centered on children
ages seven and younger. There has been very little treatment for, or even written about,
learning disabilities in children through and beyond the age of eight. Participants in the
study received three consecutive years of NILD Educational Therapy and were evaluated
based on their Passage Comprehension Standard Scores of the Woodcock-Johnson Tests
of Achievement III (2000 norms).The study asked three questions. The first was whether
students diagnosed with learning disabilities who began three years of NILD Therapy
intervention at ages 8.0 to 8.11 made gains in their standard scores. The second was
whether participants who began therapy at 11.0 to 11.11 made gains following three
years of NILD Educational Therapy as measured by their standard scores. The third was
whether relative to each other, did either the students ages 8.0 to 8.11 or the students ages
11.0 to 11.11 demonstrate a significantly higher gain in mean growth standard scores on
the Passage Comprehension subtest. This study used a pre-post-NILD Educational
Therapy design. Using a t-test of dependent means it was found that there was a
significant difference in the pre-test and post-test scores for the 8.0 to 8.11 year old
students following three years of NILD Educational Therapy. This study also found that
while there was no statistically significant difference in the 11.0 to 11.11 year old group
there was growth in standard scores and the resulting percentile rank in this age group.
When comparing the means of the growth scores of the two groups using a t –test of
independent means, there was no significant difference.
For Dr. Entzminger's complete dissertation, click here to order (UMI Publication Number 3563397).