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This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, based on a standard score comparison (i.e., the difference between IQ and achievement standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 "garden-variety" (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading comprehension, phonological awareness, and visual and phonological tasks. The results indicated that both computer-assisted intervention groups showed improved word recognition compared to the control group. Nevertheless, children with dyslexia had more difficulties than GV poor readers during computer-based word reading under conditions that required extensive phonological computation, because their performance was more affected by low-frequency words and long words. In conclusion, we did not find empirical evidence in favor of the IQ-achievement discrepancy definition of reading disability, because IQ did not differentially predict treatment outcomes.

This study was designed to assess the effects of four reading-training procedures for children with reading disabilities (RD) in a transparent orthography, with the aim of examining the effects of different spelling-to-sound units in computer speech-based reading. We selected a sample of 83 Spanish children aged between 7 years 1 month and 10 years 6 months (M = 105.2, SD = 7.8) whose pseudoword reading performance was below the 25th percentile and IQ > 90. The participants were randomly assigned to five groups: (a) the whole-word training group (WW) (n = 17), (b) the syllable training group (S)(n = 16), (c) the onset-rime training group (OR) (n = 17), (d) the phoneme training group (P) (n = 15), and (e) the untrained control group (n = 18). Children were pre-and post-tested in word recognition, reading comprehension, phonological awareness, and orthographic and phonological tasks. The results indicate that experimental groups who participated in the phoneme and syllable conditions improved their word recognition in comparison with the control group. In addition, dyslexics who participated in the phoneme, syllable, and onset-rime conditions made a greater number of requests during computer-based word reading under conditions that required extensive phonological computation (low frequency words and long words). Reading time, however, was greater for long words in the phoneme group during computer-based reading. These results suggest the importance of training phonological processes in improving word decoding in children with dyslexia who learn in a consistent orthography. Keywords: computer-assisted reading, dyslexia, reading disabilities, speech feedback, remedial reading Esta investigación fue diseñada para evaluar los efectos de la instrucción asistida a través de ordenador en los procesos fonológicos y de lectura en niños con dificultades de aprendizaje en la lectura (DAL) en una ortografía transparente. Para ello se manipularon diferentes tipos de unidades lingüísticas con objeto de analizar con cuál de ellas se consiguen mejores resultados. Se seleccionó una muestra de 83 niños españoles de edades comprendidas entre los 7 años y 1 mes y 10 años y 6 meses (edad M = 105.2; DT = 7.8) que presentaban una puntuación en lectura de pseudopalabras por debajo del percentil 25 y un cociente intelectual mayor que 90. Los sujetos fueron distribuidos al azar en cinco grupos diferentes: (a) instrucción basada en reconocimiento de palabras (WW) (n = 17), (b) instrucción basada en reconocimiento de sílabas (S) (n = 16), (c) instrucción basada en reconocimiento de principio-rima (OR) (n = 17), (d) instrucción basada en reconocimiento de fonemas (P) (n =15), y (e) ningún tipo de instrucción (n = 18). Se administraron distintas tareas, antes y después de finalizado el periodo de instrucción, para evaluar los efectos de la instrucción sobre la descodificación, comprensión lectora, conciencia fonológica, y procesamiento ortográfico. Los niños con DAL que participaron en la instrucción basada en el reconocimiento de fonemas y en...

Los MOOC (Massive Open Online Courses) se han convertido en una estrategia educativa disruptiva en la última década, caracterizada por dar soporte a procesos formativos a gran escala y generalmente de forma gratuita; a pesar de su éxito igualmente tienen debilidades como la rigidez pedagógica pues generalmente las actividades de aprendizaje son las mismas sin importar el perfil y número de los estudiantes. Desde hace algunos años se aplican técnicas de adaptación; pero sin un referente claro sobre cómo realizarla. Este trabajo presenta una aproximación a una arquitectura para descubrir patrones de navegación en los estudiantes en MOOC soportados en la plataforma Open edX, a través del modelo de espacio vectorial y el algoritmo LexRank con Umbral

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