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Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability.
- Source :
- Child Development; May/Jun2011, Vol. 82 Issue 3, p1013-1028, 16p, 2 Charts, 3 Graphs
- Publication Year :
- 2011
-
Abstract
- 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) mainstream 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. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00093920
- Volume :
- 82
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- Child Development
- Publication Type :
- Academic Journal
- Accession number :
- 60419476
- Full Text :
- https://doi.org/10.1111/j.1467-8624.2011.01580.x