Barbara Bateman fond that students who have difficulties with reading could need between 500-1500 repetitions of a word as a unit before it becomes a part of their long-term memory and can be produced from memory.
What are ways to measure the impact homework has on dyslexic student retention not related to standardized testing?
This question appears easy but is quite a tough nut to crack. The example you cited involves verbal learning. If you are not looking at existing standardized tests for evaluating dyslexia. You need to devise some homework that is conceptually similar to the standardized tests, be it for assessing verbal learning or otherwise. Then you need to ensure that the quality and quantity of stimuli presented, period of learning, interval prior to testing, etc., for your dyslexic participants are kept pretty consistent to what has been documented in the extant literature to ensure a parity of methodologies and that your dyslexic participant will have adequate time for learning. All of the aforementioned IVs can be altered on a continuum to assess their effects on your dyslexic participants learning/homework performance. Before varying any IVs of concern, you may also want to seriously consider whether or not homework performance of your dyslexic participants is indeed a valid reflection of their learning. Doing one's homework is frequently affected by motivation and attention, and you may want to find some other methods of controlling for these extraneous variables/confounds.
Thanks for the reply. I've narrowed the direction of the study. My study is taking the direction of a mixed methods sequential design, starting with survey on teacher perceptions of homework importance (using validated instrument, possibly modifying items to reflect specific focus on dyslexia), possibly adding open-ended short answers, then followed up by a small number of in-depth interviews with teachers from both groups to clarify, provide extra explanation on any unclear or discrepant survey results
Sample: Size would need to be 56 to achieve power of .80 if using independent samples t-test, so minimum of 28 teachers from each group
Now I'm concerned that I might not have 28 teachers and possibly need to use two schools. I'm not sure what test to run for that nor the number of participants.
I am not exactly clear about your methodology but I think that having the same teacher for both dyslexic and non-dyslexic participants should be feasible. In that case, you only need to apply paired samples t-tests for DVs collected from the teachers. 56 appears to be more than adequate.
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