The King-Devick Reading Acceleration Program Significantly Improves Reading Performance in Students with Dyslexia

Abstract

Background: Reading is a complex task and for students who are not proficient in reading, intervention and remediation is frequently necessitated. Previous literature has shown support for the inclusion of in-school oculomotor training using the King-Devick Reading Acceleration Program (K-D RAP) to supplement current reading curriculums. The aim of this study was to evaluate the effect of the K-D RAP intervention in students with dyslexia. Methods: Participants with dyslexia diagnosed by a licensed professional were recruited and enrolled (n=7). Participants performed a total of six hours of K-D RAP intervention which was parent-supervised in their homes. A test of reading fluency and the King-Devick Eye Movement Test for Reading were administered before and after the intervention. Results: Participants demonstrated a median 14 WCPM increase in fluency following intervention with K-D RAP, which was significant (50 to 64 WCPM; p = 0.0178). Greater reading fluency improvements were observed in younger participants compared to older participants (under age 10: 51.2% vs. ages 10 and above: 3.2% improvement; p = 0.0339). Participants with other learning disability diagnoses in addition to dyslexia were likely to impact progress in reading achievements. Conclusion: Similar to prior research of randomized, controlled trials examining the effect of K-D RAP in the general school curriculum, students with dyslexia in this study achieved significant reading gains following six hours of practice. There is an urgency for implementing K-D RAP, as findings indicate that older students do not improve to the same degree as younger students, which is coincident with research demonstrating earlier intervention is more effective for reading enhancement.