Hostname: page-component-cd9895bd7-jn8rn Total loading time: 0 Render date: 2024-12-30T20:46:52.589Z Has data issue: false hasContentIssue false
  • English
  • Français

Miracles Take a Little Longer: Science, Commercialisation, Cures and the Dore Program

Published online by Cambridge University Press:  26 February 2016

Jennifer Stephenson  and
Kevin Wheldall
Jennifer Stephenson*
Affiliation:
Macquarie University Special Education Centre, Macquarie University, Sydney, Australia
Kevin Wheldall
Affiliation:
Macquarie University Special Education Centre, Macquarie University, Sydney, Australia
*
*Corresponding author. Macquarie University Special Education Centre, Macquarie University, Sydney, NSW 2109, Australia E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

In this article, the evidence regarding a proposed ‘cure’ for dyslexia and other, arguably related, conditions is examined critically. The origins and history of the Dore program and its progenitors, its introduction to Australia and its advertising claims are reviewed, with a focus on the claims made with regard to dyslexia, and particularly with regard to reading. The article compares the claims made about the program and the existing published research, considers whether the Dore program makes conceptual sense in the light of current scientific research and theory, evaluates the existing specific evidence adduced by its advocates as proof for the efficacy of the program, and compares the claims made by the program promoters with the scientific evidence available. It is concluded that none of the necessary desiderata to substantiate claims for a cure are met by the available scientific evidence for the efficacy of the Dore program.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 32 , Issue 1: A Scientific Approach to Special Education , April 2008 , pp. 67 - 82
Copyright
Copyright © The Australian Association of Special Education 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

A cure for dyslexia? [Editorial] (2007). Nature Neuroscience, 10(2), 135.CrossRefGoogle Scholar
Berliner, W. (2001, January 11). Dyslexia will be eradicated ‘by the end of the decade’. The Independent. Retrieved October 18, 2005, from http://education.independent.co.uk/news/article257466.ece Google Scholar
Bishop, D. V. M. (2006). Dyslexia: What’s the problem? Developmental Science, 9, 256–257.Google Scholar
Bishop, D. V. M. (2007). Curing dyslexia and attention-deficit hyperactivity disorder by training motor co-ordination: Miracle or myth. Journal of Paediatrics and Child Health, 43, 653–655.CrossRefGoogle ScholarPubMed
Carney, M. (2007, August 6). The behaviour business [Transcript of broadcast]. Retrieved August 7, 2007, from http://www.abc.net.au/4corners/content/2007/s1997916.htm Google Scholar
Carter, M., & Wheldall, K. (2008). Why can’t a teacher be more like a scientist? Science, pseudoscience and the art of teaching. Australasian Journal of Special Education, 32(1), 5–21.Google Scholar
Cook, B. G., Landrum, T. J., Tankersley, M., & Kauffman, J. M. (2003). Bringing research to bear on practice: Effecting evidence-based instruction for students with emotional or behavioural disorders. Education and Treatment of Children, 26, 345–361.Google Scholar
Department of Education, Science and Training. (2005). Teaching reading. Canberra: Department of Education, Science and Training.Google Scholar
Devine, M. (2007, February 15). The answer—and lots of questions. Sydney Morning Herald. Retrieved July 17, 2007, from http://www.smh.com.au/news/opinion/the-answer-and-lots-of-questions/2007/02/14/1171405293586.html Google Scholar
Doherty, P. (2006). The beginner’s guide to winning the Nobel Prize: A life in science. Melbourne: Miegunyah Press.Google Scholar
Dore, W. (2006). Dyslexia: The miracle cure. London: John Blake.Google Scholar
Dore, W. (n.d.). The breakthrough treatment for children and adults with learning and attention difficulties [DVD]. Australia: Dore.Google Scholar
Dore Achievement Centres. (2004). Retrieved July 17, 2007, from http://gadget2.dore.com.au/WebForm1.aspx?Name Google Scholar
Dore Group Australasia Ltd. (2007a). Dore Achievement Centres: DORE Centre locations. Retrieved July 17, from http://www.dore.com.au/enrolmentinformation/dore-centre-locations.aspx Google Scholar
Dore Group Australasia Ltd. (2007b). Dore Achievement Centres: The Parkes story. Retrieved September 18, 2007, from http://www.dore.com.au/whychooseus/the-parkes-story.aspx Google Scholar
Dore Group Australasia Ltd. (2007c). Dore Achievement Centres: Overview. Retrieved July 17, from http://www.dore.com.au/howdoesitwork/ Google Scholar
Dore Group Australasia Ltd. (2007d). Dore Achievement Centres: Client evaluation. Retrieved September 18, 2007, from http://www.dore.com.au/howdoesitwork/client-evaluation.aspx Google Scholar
Dore Group Australasia Ltd. (2007e). Dore Achievement Centres: Expectations. Retrieved September 18, 2007, from http://www.dore.com.au/howdoesitwork/expectation.aspx Google Scholar
Dore Group Australasia Ltd. (2007f). Dore Achievement Centres: Child treatment program. Retrieved September 18, 2007, from http://www.dore.com.au/treatmentoptions/children-treatment.aspx Google Scholar
Dore Group Australasia Ltd. (2007g). Dore Achievement Centres: Dyslexia. Retrieved July 17, 2007, from http://www.dore.com.au/symptomsconditions/dyslexia.aspx Google Scholar
Dore Group Australasia Ltd. (2007h). Dore Achievement Centres: What the researchers have to say about the cerebellum. Retrieved September 18, 2007, from http://www.dore.com.au/researchscience/what-the-researchers-have-to-say-about-the-cerebellum.aspx Google Scholar
Dore Group Australasia Ltd. (2007i). Dore Achievement Centres: How does it work. Retrieved September 18, 2007, from http://www.dore.com.au/howdoesitwork/ Google Scholar
Dore Group Australasia Ltd. (2007j). Dore Achievement Centres: FAQ. Retrieved September 18, 2007, from http://www.dore.com.au/symptomsconditions/faq/aspx Google Scholar
Dore Group Australasia Ltd. (2007k). Dore Achievement Centres: Why choose us. Retrieved September 18, 2007, from http://www.dore.com.au/whychooseus/client-experiences-and-testimonials.aspx Google Scholar
Dore Group Australasia Ltd. (2007l). Dore Achievement Centres: What the researchers say about Dore. Retrieved September 18, 2007, from http://www.dore.com.au/researchscience/what-the-researchers-say-about-dore.aspx Google Scholar
Dore, W., & Rutherford, R. (2001). Closing the gap between potential and attainment. Paper presented at the British Dyslexia Association 5th International Conference, UK. Retrieved October 31, 2005, from http://www.bdainternationalconference.org/2001/presentations/sat_s1_a_3.htm Google Scholar
Favell, J. E. (2005). Sifting sound practice from snake oil. In Jacobson, J. W., Foxx, R. M., & Mulick, J. A. (Eds.), Controversial therapies for developmental disabilities: Fad, fashion and science in professional practice (pp. 19–30). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Fulbright, R. K., Jenner, R. A., Menel, W. E., Pugh, K. R., & Shaywitz, B. A., Shaywitz, S. E. et al. (1999). The cerebellum’s role in reading: A functional MR imaging study. American Journal of Neuroradiology, 20, 1925–1930.Google Scholar
Hammill, D. D. (2004). What we know about correlates of reading. Exceptional Children, 70, 453–468.Google Scholar
Hatcher, P. J. (2003). Reading intervention: A ‘conventional’ and successful approach to helping dyslexic children acquire literacy. Dyslexia, 9, 140–145.Google Scholar
Hyatt, K. (2007). Brain Gym: Building stronger brains or wishful thinking. Remedial and Special Education, 28, 117–124.CrossRefGoogle Scholar
Jordan-Black, J. (2005). The effects of the Primary Movement programme on the academic performance of children attending ordinary primary school. Journal of Research in Special Education Needs, 5, 101–111.Google Scholar
Kavale, K. A., & Mattson, P. D. (1983). ‘One jumped off the balance beam’: Meta-analysis of perceptual-motor training. Journal of Learning Disabilities, 16, 165–173.CrossRefGoogle ScholarPubMed
Levinson, H. N. (2004). Treatment centre. Retrieved October 28, 2005, from http://www.dyslexiaonline.com/uk/treatment_centre.php Google Scholar
McPhillips, M. (2003). A commentary on an article published in the February 2003 edition of Dyslexia, ‘Evaluation of an exercise-based treatment for children with reading difficulties’ (Reynolds, Nicolson, & Hambly). Dyslexia, 9, 161–163.Google Scholar
McPhillips, M., Hepper, P. G., & Mulhem, G. (2000). Effects of replicating primary-reflex movements on specific reading difficulties in children: A randomised double-blind, controlled trial. The Lancet, 355, 537–451.Google Scholar
Meikle, J. (2001, January 12). Dyslexia therapy ‘getting results’. The Guardian. Retrieved October 27, 2005, from http://www.guardian.co.uk/uk_news/story/0,3604,421226,00.html Google Scholar
National Institute of Child Health and Human Development, NIH, DHHS. (2000). Report of the National Reading Panel: Teaching children to read (00–4769). Washington, DC: US Government Printing Office.Google Scholar
Nicolson, R. I., & Fawcett, A. J. (2006). Do cerebellar deficits underlie phonological problems in dyslexia? Developmental Science, 9, 259–262.Google Scholar
Nicolson, R. I., Fawcett, A. J., & Dean, P. (2001). Developmental dyslexia: The cerebellar hypothesis. Trends in Neuroscience, 24, 508–511.Google Scholar
Pope, D. J., & Whiteley, H. E. (2003). Developmental dyslexia, cerebellar/vestibular brain function and possible links to exercise-based interventions: A review. European Journal of Special Needs Education, 18, 109–123.Google Scholar
Rack, J. (2003). The who, what, why and how of intervention programmes: Comments on the DDAT evaluation. Dyslexia, 9, 137–139.Google Scholar
Rack, J. P., Snowling, M., Hulme, C., & Gibbs, S. (2007). No evidence that an exercise-based treatment program (DDAT) has specific benefits for children with reading difficulties. Dyslexia, 13, 97–104.Google Scholar
Reynolds, D., & Nicolson, R. I. (2007). Follow-up of an exercise-based treatment for children with reading difficulties. Dyslexia, 13, 78–96.Google Scholar
Reynolds, D., Nicolson, R. I., & Hambly, H. (2003). An evaluation of an exercise-based treatment for children with reading difficulties. Dyslexia, 9, 48–71.Google Scholar
Richards, I. L., Moores, E., Witton, C., Reddy, P. A., Rippon, G., & Rochelle, K. S. H. et al. (2003). Science, sophistry and ‘commercial sensitivity’: Comments on ‘Evaluation of an exercise-based treatment for children with reading difficulties’ by Reynolds, Nicolson and Hambly. Dyslexia, 9, 146–150.CrossRefGoogle ScholarPubMed
Rochelle, K. S. H., & Talcott, J. B. (2006). Impaired balance in developmental dyslexia: A meta-analysis of the contending evidence. Journal of Child Psychology and Psychiatry, 47, 1159–1166.Google Scholar
Rose, J. (2006). Independent review of the teaching of early reading: Final Report. London: Department for Education and Skills.Google Scholar
Singleton, C., & Stuart, M. (2003). Measurement mischief: A critique of Reynolds, Nicolson, and Hambly (2003). Dyslexia, 9, 151–160.Google Scholar
Smith, T. (2005). The appeal of unvalidated treatments. In Jacobson, J. W., Foxx, R. M., & Mulick, J. A. (Eds.), Controversial therapies for developmental disabilities: Fad, fashion, and science in professional practice (pp. 45–57). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Snowling, M. J., & Hulme, C. (2003). A critique of claims from Nicolson & Hambly (2003) that DDAT is an effective treatment for children with reading difficulties—’lies, damned lies and (inappropriate) statistics?’ Dyslexia, 9, 127–133.Google Scholar
Spear-Swerling, L., & Sternberg, R. J. (2001). What science offers teachers of reading. Learning Disabilities Research & Practice, 16, 51–57.Google Scholar
Stephenson, J., Carter, M., & Wheldall, K. (2007). Still jumping on the balance beam: Continued use of perceptual motor programs in Australian schools. Australian Journal of Education, 51, 6–18.CrossRefGoogle Scholar
Wheldall, K. (2006). When will we ever learn? In Wheldall, K. (Ed.), Developments in educational psychology: How far have we come in 25 years? (pp. 1–12). London: Routledge.Google Scholar
Wheldall, K. (2007). Efficacy of educational programs and interventions. Bulletin of Learning Difficulties Australia, 39(1), 3–4.Google Scholar
White, S., Frith, U., Milne, E., Rosen, S., Swetttenham, J., & Ramus, F. (2006). A double disassociation between sensorimotor impairments and reading disability: A comparison of autistic and dyslexic children Cognitive Neuropsychology, 23, 748–761.Google Scholar
White, S., Milne, E., Rosen, S., Hansen, P., Swettenham, J., Frith, U., & Ramus, F. (2006). The role of sensorimotor impairments in dyslexia: A multiple case study of dyslexic children. Developmental Science, 9, 237–269.Google Scholar
Whiteley, H., & Pope, D. (2003). Reynolds, D., Nicolson, R. I. and Hambly, H. (2003), Evaluation of an exercise-based treatment for children with reading difficulties. Dyslexia, 9, 164–166.Google Scholar