6533b82afe1ef96bd128b5c8
RESEARCH PRODUCT
Predicting word-level reading fluency outcomes in three contrastive groups: Remedial and computer-assisted remedial reading intervention, and mainstream instruction
Nina L. SaineTimo AhonenAsko TolvanenMarja-kristiina LerkkanenHeikki Lyytinensubject
Social Psychologymedia_common.quotation_subjectPsychological interventionComputer-Assisted InstructionEducationDevelopmental psychologyFluencyPhonological awarenessReading (process)Intervention (counseling)Developmental and Educational PsychologyPsychologyRemedial educationRapid automatized namingmedia_commonCognitive psychologydescription
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 45 min over a period of 28 weeks 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.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2010-10-01 | Learning and Individual Differences |