Computerized writing and reading instruction for students in grades 4-9 with specific learning disabilities affecting written language.
Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4-9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differe...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 6; pp. 671 - 690 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2015
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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=111357715&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 111357715 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2015 vid: 31 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 111357715 111357715 111357715 10.1111/jcal.12110 111357715 ppf: 671 ppct: 19 formats: tig: atl: Computerized writing and reading instruction for students in grades 4-9 with specific learning disabilities affecting written language. aug: au: Tanimoto, S. Thompson, R. Berninger, V.W. Nagy, W. Abbott, R.D. affil: Department of Computer Science and Engineering, University of Washington, Seattle USA sug: subj: Writing Education Computer-Assisted Instruction Utilization Reading Education Learning Disorders Human Male Female Child Adolescence Quasi-Experimental Studies Pretest-Posttest Design Test-Retest Reliability Task Performance and Analysis Aptitude Tests Effect Size Students, Graduate Funding Source Child: 6-12 years Adolescent: 13-18 years Male Female ab: Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4-9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability, students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, coloured arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension and composition. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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