The IDL intervention was evaluated as part of a 3 year Lottery funded project named Lifting Barriers, (completed August 2014). Over that period 1,284 pupils from 120 participating schools across Blackpool, Preston and South Ribble along with a Dyslexia Centre in Leyland used IDL in order to target improvement in their reading and spelling levels.

This project explored several areas, one of those being the impact of a structured multi-sensory intervention program, developed with specialist dyslexia-friendly strategies. Over 85% of the school staff reported that the children had enjoyed participating in the intervention and over 80% thought that their children’s reading speed, listening comprehension and writing had also improved. Over the period the average beneficiary reading age increase was recorded as 10 months and the average beneficiary spelling age increase was 11 months after just 26 hours of use.

The project set out to increase reading and spelling levels, thereby reduce stress, and increase self-confidence and self-esteem. Its objective was to upskill community advisors and leave a legacy of support that could continue and expand. The average rise in reading/spelling levels for the vast majority of individuals was in line with or above expectation and for these individual beneficiaries, these rises are significant and represent a significant change to their potential educational prospects. Rises in confidence and happiness, as a result of using a programme that finally worked for them, have been widely reported.

In addition to the positive written feedback from community venues, we continue to receive many expressions of grateful thanks from parents and children at the Dyslexia Centre. It is common for parents and young people to report that they feel so much more confident in life in general after a period of study on the IDL intervention, as well as showing improvements in their reading and spelling. In many cases, this was described as being life changing and having a huge difference to their general outlook on life.

The increase in confidence was directly visible to the facilitators at the Dyslexia Centre also; children were noticeably more relaxed, more outgoing and engaged with their studies after the project. They presented themselves with more confidence, made better eye contact and interacted more confidently with both adults and their peers.

Parents and children continued to anecdotally report improved school reports and increased scores in tests, at the end of year of the project. Several reported a decreased fear of reading aloud. The project's additional benefits of improved quality of life, as well as the expected improvements in literacy, show that the project is added value to local individuals and communities.


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“Having just tested the first group of children who started back in October it has been great to see the progress made. Children are accessing IDL at home through our Moodle which has helped accelerate progress further”.
Newton Bluecoat C of E Primary School, Preston
“Overall amazing results. The multi-sensory approach worked very well. A great way of boosting confidence, very easy to set up and administer. Many of the children taking part are very poor readers and spellers with low confidence. It has benefitted them greatly".
Devonshire Primary School, Blackpool
“A brilliant programme all round. It’s good that you can easily have 4/5 pupils working individually... Excellent results. Ofsted were impressed".
Penwortham Girls High School, Preston
“As a school we have been delighted at the progress the students have made and it has also been satisfying to hear from some subject teachers how they have also improved in their sentence construction and use of vocabulary. When discussing this with some of the students it became apparent that it was-the awareness of the Standard English-which has been used in the programme".
Walton-le-Dale high school, Preston
“We would like to continue with IDL next year as we have found the programme has had a fantastic impact, not only academically but socially and emotionally".
St. Andrew's C of E, Ashton

External Research

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External research into IDL was undertaken by Richard Scrase, a specialist learning difficulties teacher, who measured how effectively the system remediated the reading and spelling in a sample of 150 children and adults. Results showed that with one month use of the intervention, on average, there was an improved reading age of 2.15 months, and spelling age of 2.17 months. Scrase states that "...this learning system is effective, especially when it is considered that this sample when not on the intervention had previous rates of reading gain of an average 0.58 months/month, and 0.49 months/month for spelling. This shows an average improvement in the rate of learning to read and spell by a factor of about 4 times”. Scrase, R. 2002. British Journal of Education (p.211)

How does IDL fair against other interventions?

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As a company we believe that there is a myriad of wonderful interventions being used by schools aimed at improving the reading and spelling of pupils. We never suggest that IDL should replace these, we simply say that to have IDL available as a specialist dyslexia intervention will make life changing experiences for many of the pupils where other interventions have not been successful.

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