Computer Speech-Based Remediation for Reading Disabilities: The Size of Spelling-to-Sound Unit in a Transparent Orthography

Abstract

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...

An evaluation of the effectiveness of a computer‐assisted reading intervention

“…However, since then a number of computer interventions with non-English speakers have been found to be very effective. These include Finnish (Saine, Lerkkanen, Ahonen, Tolvanen & Lyytinen, 2010;Heikkila, Mikko, Narhi, Westerholm & Ahonen, 2013;Lyytinen, Ronimus, Alanko, Poikkeus & Taanila, 2007), Spanish (Jiménez et al, 2007) and French (Ecalle, Kleinz & Magnan, 2013;Magnan & Ecalle, 2006). Because these non-English languages have more consistent relations between graphemes and phonemes, this may explain their effectiveness in contrast to computer interventions with Englishspeaking children which face the challenge of inconsistent grapheme-phoneme relationships.…”

Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability

“…Previous studies have recognized that computer‐assisted reading intervention can be effective in training at‐risk children (e.g., Magnan & Ecalle, 2006; Nicolson, Fawcett, & Nicolson, 2000; Regtvoort & van der Leij, 2007). In a similar vein, computer applications have been acknowledged to be useful instruments in training the literacy skills of children with reading disabilities (e.g., Elbro, Rasmussen, & Spelling, 1996; Jiménez et al., 2007; van Daal & Reitsma, 2000; Wise, Ring, & Olson, 1999). The meta‐analyses by Soe, Koki, and Chang (2000), the National Reading Panel (2000), and the review by Blok, Oostdam, Otter, and Overmaat (2002) also support these findings.…”

“…The aim of the present study was to investigate whether the computer‐assisted remedial reading application can enhance letter knowledge, reading accuracy, fluency, and spelling in children with low prereading skills and risk for reading disabilities. Based on the research literature presented in the area of computer‐assisted interventions (e.g., Elbro et al., 1996; Jiménez et al., 2007; van Daal & Reitsma, 2000; Wentink, van Bon, & Schreuder, 1997; Wise et al., 1999), it was hypothesized in the present study that the computer‐assisted intervention would be a more powerful instrument in training the literacy skills of children at risk for reading disabilities than RRI, due to the intensive individual‐orientated learning environment with individualized repetition that it enables. The two intervention conditions were: a RRI, and the same intervention approach complemented CARRI using the GraphoGame computer program (Lyytinen, Ronimus, Alanko, Poikkeus, & Taanila, 2007).…”

Phonological strategies and peer scaffolding in digital literacy game-playing sessions in a Finnish pre-primary class

“…Regtvoort & van der Leij, 2007) as well as children with reading disabilities (e.g. Jime´nez et al, 2007). The benefits of using GraphoGame, an early literacy game, are also evident in the context of the Finnish language (e.g.…”