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Computer-assisted Interventions Targeting Reading Skills of Children with Reading Disabilities - A Longitudinal Study
Linnaeus University, Växjö, Sweden.
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Utbildningsvetenskap.
University of Gothenburg, Sweden.
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.ORCID-id: 0000-0001-5025-9975
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2013 (Engelska)Ingår i: Dyslexia, ISSN 1076-9242, E-ISSN 1099-0909, Vol. 19, nr 1, s. 37-53Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

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

Ort, förlag, år, upplaga, sidor
John Wiley & Sons, 2013. Vol. 19, nr 1, s. 37-53
Nyckelord [en]
children; computer-assisted intervention; longitudinal; reading disability
Nationell ämneskategori
Psykologi (exklusive tillämpad psykologi) Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:liu:diva-87828DOI: 10.1002/dys.1450ISI: 000313877100003OAI: oai:DiVA.org:liu-87828DiVA, id: diva2:600206
Tillgänglig från: 2013-01-23 Skapad: 2013-01-23 Senast uppdaterad: 2017-12-06

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Gustafson, StefanHeimann, Mikael

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