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Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability
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Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability
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Journal Article
Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability
2011
Overview
The aim of the longitudinal study was to investigate whether a computer application designed for remedial reading training can enhance letter knowledge, reading accuracy, fluency, and spelling of at-risk children. The participants, 7-year-old Finnish school beginners (N = 166), were assigned to 1 of 3 groups: (a) regular remedial reading intervention (n = 25), (b) computer-assessed reading intervention (n = 25), and (c) main-stream reading instruction (n = 116). Based on the results, computer-assisted remedial reading intervention was highly beneficial, whereas regular type of intervention was less successful. The results indicated that at-risk children require computer-based letter-name and letter-sound training to acquire adequate decoding and spelling skills, and to reach the level of their non-at-risk peers.
Publisher
Blackwell Publishing Ltd,Wiley-Blackwell,Oxford University Press
Subject
/ At risk
/ Biological and medical sciences
/ CAI
/ Child
/ Children
/ Computer assisted instruction
/ Computer-Assisted Instruction - methods
/ Decoding
/ Dyslexia
/ Female
/ Finland
/ Finnish
/ Fluency
/ Grade 1
/ Humans
/ Learning
/ Literacy
/ Male
/ Psychology. Psychoanalysis. Psychiatry
/ Reading
/ Risk
/ Software
/ Special education. Orthophony
/ Spelling
/ Teaching
/ Training
