The Effects of Two Training Programs Regarding Reading Development among Children with Reading Disabilities

Fälth, Linda; Svensson, Idor; Tjus, Tomas

doi:10.4236/psych.2011.23028

Cited by 4 publications

(1 citation statement)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…More particularly, our results show that phonological intervention improved phonological processing of blending and decoding, in line with previous results (Fälth, Idor, & Tomas, 2011;Lyster, 2002), including Arabic-based studies (Dallasheh-Khatib et al, 2014), indicating that the blending of phonemes, besides other subskills, are strong predictors of future reading success.…”

Section: Discussion the Effects Of Phonological Training On Reading Wsupporting

confidence: 80%

Effectiveness of a Phonological Awareness Training for Arabic Disabled Reading Children: Insights on Metalinguistic Benefits

Layes

Lalonde

Rebaı̈

2015

Bellaterra J. Teach. Learn. Lang. Lit

View full text Add to dashboard Cite

We examined the effects of a phonological awareness (PA) training program on word reading and pseudo-word decoding in dyslexic children reading the Arabic language (n=10; mean age= 129.74 months) in comparison to normal readers (n=10; mean age = 126.90 months) from grades 4 and 5. Particular attention was paid to phonological training of two metalinguistic readingrelated skills: morphological awareness (MA) and rapid automatized naming (RAN), underscored as main predictive metalinguistic factors in Arabic dyslexia (Layes, Lalonde, Mecheri, Rebaï, 2015). The PA training program focused on phoneme/syllable identification, phoneme matching, and word segmentation. The results indicate that the dyslexic group performed significantly better in all post-training measurements, increasing reading, phonological processing, and metalinguistic-related skills, which indicates a strong relationship between these variables. The normal group only improved in MA production. These findings are discussed in terms of metalinguistic insights of reading gained through training in phonological awareness.Keywords: Arabic orthography, phonological processing, phonological awareness training, morphological awareness, rapid naming Résumé Nous avons examiné les effets d'un programme d'entrainement phonologique sur le développement de la conscience phonologique, la lecture des mots et le décodage de pseudo-mots chez les enfants dyslexiques arabophones (n= 10, moyenne d'âge = 129,74 mois) en comparaison avec des lecteurs normaux (n = 10; moyenne d'âge = 126,90 mois) en 4 ème et en 5 ème années primaires. Nous avons recherché l'effet de l'entrainement phonologique axé sur la manipulation et l'identification des phonèmes / syllabes et la segmentation des mots, sur deux habiletés métalinguistiques liées à la lecture: la conscience morphologique et la dénomination rapide automatisée (RAN), comme principaux facteurs prédictifs de la dyslexie en arabe (Layes, Lalonde, Mecheri, Rebaï, 2015). Les résultats ont montré que les dyslexiques ont nettement amélioré leurs performances dans toutes les mesures post-intervention y compris les compétences métalinguistiques, indiquant une forte association entre ces variables. Les normo lecteurs ont progressé uniquement dans la production morphologique.Mots-clés: l'orthographe arabe, le traitement phonologique, l'entrainement phonologique, la conscience morphologique, la dénomination rapide Resumen Se examinaron los efectos de un programa de entrenamiento de conciencia fonológica en la lectura de palabras y decodificación pseudo-palabras en niños disléxicos leen la lengua árabe (n = 10; edad media = 129,74 meses) en comparación con los lectores normales (n = 10; edad media = 126,90 meses) a partir de los grados 4 y 5. Particular atención se prestó a la formación fonológica de dos habilidades relacionadas con la lectura metalingüística: conciencia morfológica y nombrar rápidamente automatizado (RAN), destacó como principales factores predictivos metalingüísticas en dislexia árabe (Layes, Lalonde, Mecher...

show abstract

Section: Discussion the Effects Of Phonological Training On Reading Wsupporting

confidence: 80%

Effectiveness of a Phonological Awareness Training for Arabic Disabled Reading Children: Insights on Metalinguistic Benefits

Layes

Lalonde

Rebaı̈

2015

Bellaterra J. Teach. Learn. Lang. Lit

View full text Add to dashboard Cite

show abstract

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

et al. 2013

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Combined Phonological Awareness and Print Knowledge Training Improves Reading Accuracy and Comprehension in Children with Reading Disabilities

Layes

Guendouz

Lalonde

et al. 2020

International Journal of Disability, Development and Education

View full text Add to dashboard Cite

We examined the effects of a combined phonological and print intervention program on the enhancement of phonological awareness, text reading accuracy and comprehension in fourth grade Arabic-speaking children with severe difficulties in reading accuracy (dyslexia) and reading comprehension. We compared an experimental group (n=22; mean age =122.9 months) to a control group (n=22; mean age=124.65months). The training program focused on two domains: phonological awareness and print knowledge. The results showed that the experimental group performed better in the post and follow-up assessments than in baseline assessment on phonological awareness, reading accuracy, and comprehension. We discuss findings indicating the positive impact of phonological awareness and print knowledge on reading development in terms of decoding and comprehension abilities.

show abstract

The Effects of Two Training Programs Regarding Reading Development among Children with Reading Disabilities

Cited by 4 publications

References 26 publications

Effectiveness of a Phonological Awareness Training for Arabic Disabled Reading Children: Insights on Metalinguistic Benefits

Effectiveness of a Phonological Awareness Training for Arabic Disabled Reading Children: Insights on Metalinguistic Benefits

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

Combined Phonological Awareness and Print Knowledge Training Improves Reading Accuracy and Comprehension in Children with Reading Disabilities

Contact Info

Product

Resources

About