6533b82cfe1ef96bd128ea48
RESEARCH PRODUCT
Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability
Marja-kristiina LerkkanenNina L. SaineAsko TolvanenHeikki LyytinenTimo Ahonensubject
Reading disabilitymedia_common.quotation_subjectDyslexiaVerbal learningmedicine.diseaseSpellingEducationDevelopmental psychologyFluencyReading (process)Pediatrics Perinatology and Child HealthDevelopmental and Educational PsychologymedicineRemedial educationPsychologyAt-risk studentsmedia_commondescription
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.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2011-03-18 | Child Development |