Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability
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...
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| Veröffentlicht in: | Child development 2011-05, Vol.82 (3), p.1013-1028 |
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| creator | Saine, Nina L. Lerkkanen, Marja-Kristiina Ahonen, Timo Tolvanen, Asko Lyytinen, Heikki |
| description | 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) main-stream 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. |
| doi_str_mv | 10.1111/j.1467-8624.2011.01580.x |
| format | Article |
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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) main-stream 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.</description><identifier>ISSN: 0009-3920</identifier><identifier>EISSN: 1467-8624</identifier><identifier>DOI: 10.1111/j.1467-8624.2011.01580.x</identifier><identifier>PMID: 21418055</identifier><identifier>CODEN: CHDEAW</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>Achievement ; At risk ; At Risk Students ; At risk youth ; Biological and medical sciences ; CAI ; Child ; Child development ; Children ; Comprehension ; Computer assisted instruction ; Computer Oriented Programs ; Computer-Assisted Instruction - methods ; Computers ; Decoding ; Decoding (Reading) ; Disabilities ; Dyslexia ; Dyslexia - diagnosis ; Dyslexia - psychology ; Dyslexia - therapy ; EMPIRICAL ARTICLES ; Female ; Finland ; Fluency ; Foreign Countries ; Grade 1 ; Humans ; Intervention ; Learning ; Literacy ; Longitudinal Studies ; Male ; Medical sciences ; Orthographies ; Phonetics ; Psychology. Psychoanalysis. Psychiatry ; Psychopathology. Psychiatry ; Reading ; Reading Difficulties ; Reading disabilities ; Reading Instruction ; Remedial education ; Remedial Reading ; Remedial Teaching - methods ; Risk Factors ; Risk management ; Special education. Orthophony ; Spelling ; Training ; Treatments ; Verbal Learning ; Youths at risk</subject><ispartof>Child development, 2011-05, Vol.82 (3), p.1013-1028</ispartof><rights>Child Development © 2011 The Society for Research in Child Development, Inc.</rights><rights>2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.</rights><rights>2015 INIST-CNRS</rights><rights>Copyright Blackwell Publishing Ltd. 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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.</description><subject>Achievement</subject><subject>At risk</subject><subject>At Risk Students</subject><subject>At risk youth</subject><subject>Biological and medical sciences</subject><subject>CAI</subject><subject>Child</subject><subject>Child development</subject><subject>Children</subject><subject>Comprehension</subject><subject>Computer assisted instruction</subject><subject>Computer Oriented Programs</subject><subject>Computer-Assisted Instruction - methods</subject><subject>Computers</subject><subject>Decoding</subject><subject>Decoding (Reading)</subject><subject>Disabilities</subject><subject>Dyslexia</subject><subject>Dyslexia - diagnosis</subject><subject>Dyslexia - psychology</subject><subject>Dyslexia - therapy</subject><subject>EMPIRICAL ARTICLES</subject><subject>Female</subject><subject>Finland</subject><subject>Fluency</subject><subject>Foreign Countries</subject><subject>Grade 1</subject><subject>Humans</subject><subject>Intervention</subject><subject>Learning</subject><subject>Literacy</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Orthographies</subject><subject>Phonetics</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>Reading</subject><subject>Reading Difficulties</subject><subject>Reading disabilities</subject><subject>Reading Instruction</subject><subject>Remedial education</subject><subject>Remedial Reading</subject><subject>Remedial Teaching - methods</subject><subject>Risk Factors</subject><subject>Risk management</subject><subject>Special education. Orthophony</subject><subject>Spelling</subject><subject>Training</subject><subject>Treatments</subject><subject>Verbal Learning</subject><subject>Youths at risk</subject><issn>0009-3920</issn><issn>1467-8624</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqNkl1v0zAUhi0EYt3gHwCKkBBXCbbjz5tJoy37YAKpfOzSclxnOEuTYiej_fc4S9dJ3Azf5ETP42PZ5wUgQTBDcX2oMkQYTwXDJMMQoQwiKmC2eQIme_AUTCCEMs0lhgfgMIQq_mIm8-fgACOCBKR0Asy0Xa37zvr0JAQXOrtMFnZll07XsdBL11wn503kt7bpXNskZeuTb-ZX29bJR3vtmsb6kOguWbhwcwfvd81c0IWrXbd9AZ6Vug725e57BH58mn-fnqWXX0_PpyeXqWEYwlQWZIkkMoJQbi0UnJCcSw5FIaWRmufYRIOUWDKLC8xRiaDUCBtqY0VZfgTej33Xvv3d29CplQvG1rVubNsHJTHCQiAhHzWFZEhgwdl_mUxgTh83GUVxFERE8-0_ZtX2volPo-KlZS4E51F6s5P6Is5Drb1bab9V96OLwrudoIPRdel1Y1x48AiGAvI8eq9Gz3pn9nh-IbGQEEZ8POI_rrbbPUdQDUlTlRoCpYZAqSFp6i5paqOms_nPoYwNXo8NqtC1_uF8yeMLiuEi6ciHdG32XPsbxXjOqbr6cqoWn8-uLhidKZT_BQwh2x8</recordid><startdate>201105</startdate><enddate>201105</enddate><creator>Saine, Nina L.</creator><creator>Lerkkanen, Marja-Kristiina</creator><creator>Ahonen, Timo</creator><creator>Tolvanen, Asko</creator><creator>Lyytinen, Heikki</creator><general>Blackwell Publishing Ltd</general><general>Wiley-Blackwell</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>7QJ</scope><scope>7TK</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>U9A</scope><scope>7X8</scope><scope>7T9</scope></search><sort><creationdate>201105</creationdate><title>Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability</title><author>Saine, Nina L. ; Lerkkanen, Marja-Kristiina ; Ahonen, Timo ; Tolvanen, Asko ; Lyytinen, Heikki</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c6200-9b4d191c8457ee08744379708b99c9a732cb4d4f296e2b271f109a12c5ef10563</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2011</creationdate><topic>Achievement</topic><topic>At risk</topic><topic>At Risk Students</topic><topic>At risk youth</topic><topic>Biological and medical sciences</topic><topic>CAI</topic><topic>Child</topic><topic>Child development</topic><topic>Children</topic><topic>Comprehension</topic><topic>Computer assisted instruction</topic><topic>Computer Oriented Programs</topic><topic>Computer-Assisted Instruction - methods</topic><topic>Computers</topic><topic>Decoding</topic><topic>Decoding (Reading)</topic><topic>Disabilities</topic><topic>Dyslexia</topic><topic>Dyslexia - diagnosis</topic><topic>Dyslexia - psychology</topic><topic>Dyslexia - therapy</topic><topic>EMPIRICAL ARTICLES</topic><topic>Female</topic><topic>Finland</topic><topic>Fluency</topic><topic>Foreign Countries</topic><topic>Grade 1</topic><topic>Humans</topic><topic>Intervention</topic><topic>Learning</topic><topic>Literacy</topic><topic>Longitudinal Studies</topic><topic>Male</topic><topic>Medical sciences</topic><topic>Orthographies</topic><topic>Phonetics</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychopathology. Psychiatry</topic><topic>Reading</topic><topic>Reading Difficulties</topic><topic>Reading disabilities</topic><topic>Reading Instruction</topic><topic>Remedial education</topic><topic>Remedial Reading</topic><topic>Remedial Teaching - methods</topic><topic>Risk Factors</topic><topic>Risk management</topic><topic>Special education. Orthophony</topic><topic>Spelling</topic><topic>Training</topic><topic>Treatments</topic><topic>Verbal Learning</topic><topic>Youths at risk</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Saine, Nina L.</creatorcontrib><creatorcontrib>Lerkkanen, Marja-Kristiina</creatorcontrib><creatorcontrib>Ahonen, Timo</creatorcontrib><creatorcontrib>Tolvanen, Asko</creatorcontrib><creatorcontrib>Lyytinen, Heikki</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Neurosciences Abstracts</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>MEDLINE - Academic</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Child development</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Saine, Nina L.</au><au>Lerkkanen, Marja-Kristiina</au><au>Ahonen, Timo</au><au>Tolvanen, Asko</au><au>Lyytinen, Heikki</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ928900</ericid><atitle>Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability</atitle><jtitle>Child development</jtitle><addtitle>Child Dev</addtitle><date>2011-05</date><risdate>2011</risdate><volume>82</volume><issue>3</issue><spage>1013</spage><epage>1028</epage><pages>1013-1028</pages><issn>0009-3920</issn><eissn>1467-8624</eissn><coden>CHDEAW</coden><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. 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| ispartof | Child development, 2011-05, Vol.82 (3), p.1013-1028 |
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| source | MEDLINE; Wiley Online Library Journals Frontfile Complete; Applied Social Sciences Index & Abstracts (ASSIA); Jstor Complete Legacy; Education Source |
| subjects | Achievement At risk At Risk Students At risk youth Biological and medical sciences CAI Child Child development Children Comprehension Computer assisted instruction Computer Oriented Programs Computer-Assisted Instruction - methods Computers Decoding Decoding (Reading) Disabilities Dyslexia Dyslexia - diagnosis Dyslexia - psychology Dyslexia - therapy EMPIRICAL ARTICLES Female Finland Fluency Foreign Countries Grade 1 Humans Intervention Learning Literacy Longitudinal Studies Male Medical sciences Orthographies Phonetics Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Reading Reading Difficulties Reading disabilities Reading Instruction Remedial education Remedial Reading Remedial Teaching - methods Risk Factors Risk management Special education. Orthophony Spelling Training Treatments Verbal Learning Youths at risk |
| title | Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability |
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