Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches.
The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions pe...
| Publicado en: | Annals of Dyslexia Vol. 60; no. 1; pp. 40 - 57 |
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| Autores principales: | , , , , , , , , , |
| Formato: | research Journal Article |
| Publicado: |
Springer Nature
2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105033748&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105033748 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07369387 BM5 jtl: Annals of Dyslexia issn: 07369387 maglogo: N pubinfo: dt: 2010 vid: 60 iid: 1 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 105033748 NLM20052566 2010691189 10.1007/s11881-009-0032-y NLM20052566 PMC2888606 105033748 ppf: 40 ppct: 17 formats: tig: atl: Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. aug: au: Torgesen JK Wagner RK Rashotte CA Herron J Lindamood P Torgesen, Joseph K Wagner, Richard K Rashotte, Carol A Herron, Jeannine Lindamood, Patricia affil: Florida Center for Reading Research and Department of Psychology, Florida State University, Tallahassee, FL, USA sug: subj: Computer-Assisted Instruction Dyslexia Prevention and Control Reading Child Child Behavior Readability Female Human Language Tests Male Psychological Tests Teaching Treatment Outcomes Child: 6-12 years Female Male ab: The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by the computer programs. At the end of first grade, there were no differences in student reading performance between students assigned to the different intervention conditions, but the combined-intervention students performed significantly better than control students who had been exposed to their school's normal reading program. Significant differences were obtained for phonemic awareness, phonemic decoding, reading accuracy, rapid automatic naming, and reading comprehension. A follow-up test at the end of second grade showed a similar pattern of differences, although only differences in phonemic awareness, phonemic decoding, and rapid naming remained statistically reliable. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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