Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability

• Autores: Nina L. Saine, Marja-Kristiina Lerkkanen, Timo Ahonen, Asko Tolvanen, Heikki Lyytinen
• Localización: Child development, ISSN 0009-3920, Vol. 82, Nº. 3, 2011, págs. 1013-1028
• Idioma: inglés
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• Dialnet Métricas: 4 Citas
• Resumen

  • 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.