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Predicting word-level reading fluency outcomes in three contrastive groups: Remedial and computer-assisted remedial reading intervention, and mainstream instruction
- Source :
-
Learning & Individual Differences . Oct2010, Vol. 20 Issue 5, p402-414. 13p. - Publication Year :
- 2010
-
Abstract
- Abstract: The aim of the longitudinal intervention study was to build a model of predictive values of reading fluency in three contrastive reading groups: remedial and computer-assisted remedial reading intervention, and mainstream instruction, to identify the most effective type of intervention for children with different profiles of compromised pre-reading skills. The participants were 7-year-old Finnish school beginners (N =166). Two remedial interventions took place in four weekly sessions of 45min over a period of 28weeks in Grade 1. For a child with deficits in the core pre-reading skills (letter knowledge, phonological awareness or rapid automatized naming), the computer-assisted remedial intervention would be the most successful in remediating reading fluency in the transparent Finnish language. Furthermore, children in the computer-assisted intervention were able to reach the average level of the mainstream children by the end of Grade 2. [Copyright &y& Elsevier]
Details
- Language :
- English
- ISSN :
- 10416080
- Volume :
- 20
- Issue :
- 5
- Database :
- Academic Search Index
- Journal :
- Learning & Individual Differences
- Publication Type :
- Academic Journal
- Accession number :
- 53407154
- Full Text :
- https://doi.org/10.1016/j.lindif.2010.06.004