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Child Dev. 2011 May-Jun;82(3):1013-28. doi: 10.1111/j.1467-8624.2011.01580.x. Epub 2011 Mar 18.

Computer-assisted remedial reading intervention for school beginners at risk for reading disability.

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  • 1Department of Psychology, University of Jyväskylä, Jyväskylä, Finland. nina.saine@psyka.jyu.fi

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.

© 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

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