Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability
Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability
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DOI：
10.1111/j.1467-8624.2011.01580.x
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发表时间：
2011-05-01
影响因子：
4.6
通讯作者：
Lyytinen, Heikki
中科院分区：
文献类型：
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作者：
Saine, Nina L.;Lerkkanen, Marja-Kristiina;Lyytinen, Heikki
这项纵向研究的目的是调查为补救性阅读训练而设计的计算机应用程序是否可以提高高危儿童的字母知识、阅读准确性、流利性和拼写。研究对象为7岁的芬兰初学者(N=166)，他们被分成3组：(A)常规补救性阅读干预(n=25)，(B)电脑评估阅读干预(n=25)，(C)主流阅读教学(n=116)。根据结果，计算机辅助的补救性阅读干预是非常有益的，而常规类型的干预则不太成功。结果表明，高危儿童需要基于计算机的字母名称和字母发音培训，以获得足够的解码和拼写技能，并达到非高危儿童的水平。
The aim of the longitudinal study was to investigate whether a computer application designed for remedial reading training can enhance letter knowledge, reading accuracy, fluency, and spelling of at-risk children. The participants, 7-year-old Finnish school beginners (N = 166), were assigned to 1 of 3 groups: (a) regular remedial reading intervention (n = 25), (b) computer-assessed reading intervention (n = 25), and (c) mainstream reading instruction (n = 116). Based on the results, computer-assisted remedial reading intervention was highly beneficial, whereas regular type of intervention was less successful. The results indicated that at-risk children require computer-based letter-name and letter-sound training to acquire adequate decoding and spelling skills, and to reach the level of their non-at-risk peers.