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Literature Review of Current Approaches to the Provision of Education for Children with Dyslexia

Appendix B: Review Method

Taking account of the available literature on dyslexia, the policy context for the HMIE evaluation and our experience of conducting reviews, we used the following methods for this review.

• We obtained research evidence relating to the specified topic by searching bibliographic databases, CD ROMs and the internet for relevant journal articles,¹² Government reports, policy documents and conference proceedings. Likewise, hand searching of relevant material was also undertaken where papers were not available in electronic form. In search of pertinent electronic documents, key words were used to access information (eg a combination of ‘dyslexia/dyslexic’, ‘children’, ‘learning’, ‘disability’, ‘teaching/learning approach’, ‘additional support’). Key word searching was undertaken in a flexible and pragmatic but transparent way as different research indices use slightly different key wording, terms and strategies (see Table 1). Additionally, resources from unpublished or ‘grey’ literature were also explored through the Education-line database. Simultaneously, colleagues/experts in the field were also contacted to acquire further materials (eg conference papers) on this topic.
• Data was organised using an electronic database – Endnote – which we used for the management of the literature references. Codes were attributed to specific questions/issues. When all relevant material was obtained/retrieved, an in-depth review of the literature was undertaken to extract information relating to the specified questions. The most current academic papers, in conjunction with policy documents, were individually examined to develop a comprehensive picture of the phenomenon in question. Then, we selected the resources deemed ‘best-evidence’. This combined ‘the quantification and systematic literature search methods of quantitative syntheses with the attention to individual studies and methodological and substantive issues typical of the best narrative reviews’ (Slavin, 1986).
• We read the literature review data fully and reflectively, taking into account emerging patterns, approaches and the rationale for arguments used as well as trustworthy pieces of evidence. Finally, we conducted an overall analysis and synthesis of the findings to bring out the implications of the literature review for Scottish education and provide examples of best teaching and learning practices with dyslexic children.

In reviewing the literature, we gathered the relevant information as efficiently and effectively as possible. The research team kept in mind the purpose of the review and used a professional approach to produce a coherent report after bringing together the findings from different studies. Figure 1 (p. 39) provides an outline summary of the primary focus for this literature review.

Table 1: Literature Search Log

We conducted the above searches, sifted the results and entered them into an EndNote database. In addition, we searched for key documents and papers on the internet, including the DfES and SEED websites, and the BDA website. These sources are listed in the bibliography.

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