Document Type


Publication Date



The purpose of this study was to explore the effectiveness of an Orton-Gillingham-based reading instruction system, the Barton Reading and Spelling System (BRSS; Barton 2000), that was used as a supplemental reading instruction program for increasing the lower-level reading skills of a group of adolescents with persistent reading problems. Nine students participated in the supplemental reading program based on pre-test scores of a spoken and written language assessment battery. Progress was measured at the end of intervention by post-testing students on the same assessment battery. Each student showed some improvements from their pretest to posttest scores on all of the measures utilized, with some having moderate to large effect sizes, supporting the view that the BRSS is an appropriate supplemental reading program for struggling adolescent readers within a response to instruction framework. Future research should include a larger sample size and a control group.


This article was originally published in International Journal of Special Education, volume 27, issue 1, in 2012.


International Journal of Special Education



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.