Computer‐assisted Interventions Targeting Reading Skills of Children with Reading Disabilities – A Longitudinal Study

Abstract

The purpose of the present study was to examine the effects of three computerized interventions on the reading skills of children with reading disabilities in Grade 2. This longitudinal intervention study included five test sessions over 1 year. Two test points occur before the intervention, and three afterwards. The last follow-up was conducted 1 year after the first measurement. One hundred thirty children in Grade 2 participated in the study. Three groups of children with reading difficulties received computerized training programmes: one aimed at improving word decoding skills and phonological abilities, the second focused on word and sentence levels and the third was a combination of these two training programmes. A fourth group received ordinary special instruction. In addition, there was one comparison group with age-matched typical readers. All groups improved their reading skills. The group that received combined training showed greater improvement than the one with ordinary special instruction and the group of typical readers at two follow-ups. The longitudinal results indicate additional positive results for the group that received the combined training, the majority of students from that group being no longer judged to be needing special education 1 year after the intervention.

Effects of an iPad-Supported Phonics Intervention on Decoding Performance and Time On-Task

“…Although the study of mobile-supported reading interventions is still in its infancy, several studies have found positive effects of computerized reading intervention programs for the teaching of initial reading skills with students at risk for reading failure (Fälth et al 2013;Grindle et al 2013;Volpe et al 2011). For example, a computerized tutoring program was used to teach letter sounds to four kindergarten students at risk for reading failure, two of which were ELLs (Volpe et al 2011).…”

Screen-based literacy practices in Swedish primary schools

“…We would also argue that it is necessary to examine how cognitive aspects of learning to read and write, such as background experiences and metalinguistic awareness, interact with screen-based practices and socio-cultural settings. Knowledge gained from cognitive neuroscience suggests that mental abilities or executive skills related to working memory and attention are essential to reading comprehension and writing development (García-Madruga et al, 2013) and can be explicitly taught and supported by digital technologies and virtual environments (Fälth et al, 2013). Central questions in this context are: What happens to early literacy development when reading and writing instruction goes online, and how are pupils' text awareness and reflective learning influenced?…”

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

“…This learning environment supports the child's access to long-term representations, shortterm maintenance and manipulation, sustained attention and engagement in working with the material, and is thus likely to facilitate learning (Mayer, 2008). In fact, Omega-is and its predecessors were developed with difficult learning situations in mind, and the program and its forerunners have shown positive effects on both word reading and reading comprehension in typically developing as well as children with, e.g., dyslexia, autism, and attention deficit hyperactivity disorder (e.g., Fälth, Gustafson, Tjus, Heimann, & Svensson, 2013;Gustafson, Fälth, Svensson, Tjus, & Heimann, 2011;Heimann, Nelson, Gillberg, & Karnevik, 1993;Heimann, Nelson, Tjus, & Gillberg, 1995;Helland, Tjus, Hovden, Ofte, & Heimann, 2011;Tjus, Heimann, & Nelson, 1998. Early versions of the program also indicated positive effects on reading development in deaf children (Prinz, Nelson, & Stedt, 1982;Prinz & Nelson, 1985).…”