Alexander, A., Andersen, H., Heilman, P., Torgesen, J., & Voeller, K. (1991). Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexics. Annals of Dyslexia, 41, 193-206. Description of students   Ten children with severe dyslexia participated in this study. Their ages ranged from 7;7-12;10 years. The children were from middle to upper-middle socioeconomic backgrounds. These subjects had discrepancies between their general intelligence and reading and phonological awareness abilities. Description of methodology   Students were trained with the Auditory Discrimination in Depth program. ADD is a very structured training program that focuses on oral and phonological awareness. The students were first trained in oral awareness, which used multisensory techniques to learn individual phonemes. The researchers stated that a basic assumption of the ADD program is that using sensory feedback from eye, ear, and mouth in identifying, classifying, and labeling the consonant and vowel sounds lead to a deeper perception of the sounds (p. 199). Phonological awareness training followed the oral awareness. The children used mouth form figures and colored blocks to represent phonemes. Students used these to determine the sameness and differences of the phonemes.   Training consisted of one hour sessions four times a week. The subjects received training at school and a clinic setting. Students were finished with the training after they completed the whole program. The instrumentation used for pretest and post-test measures were the Lindamood Auditory Conceptualization Test and the Word Identification and Word Attack subtests from the Woodcock Reading Mastery Test. Summary of findings   All of the children in the study significantly increased their phonological awareness skills. The researchers stated that the trained students had a level of awareness that could no longer be considered a limiting factor in their acquisition of alphabetic reading skills (p. 202). The children also increased their Word Attack skills after the ADD training. Effective Instructional Practice Criteria Level 1 Yes 1 The practice has a clearly stated philosophy and outcome. Yes 2 The target population is well-defined. Yes 3 The activities are defined and based on theory or appropriate research. No 4 The practice has considered involvement of parents, business, or community representatives, if appropriate. No 5 The practice has replicable materials. Yes 6 Anticipated outcomes of implementation are well-defined. No 7 The practice contains a set of procedures that can be replicated. Yes 8 There are indicators/evidence of improved student outcomes. Yes 9 There is a plan for providing follow-up activities. No 10 There is a plan to evaluate practice effectiveness. Yes 11 The practice may be evaluated on stated outcomes or objectives. Yes 12 The practice supports the Sunshine State Standards or other Florida accountability efforts.