Journal ArticleDOI
Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability
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TLDR
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.Abstract:
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.read more
Citations
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Journal ArticleDOI
Children's engagement during digital game-based learning of reading: The effects of time, rewards, and challenge
TL;DR: The results suggest a need to investigate further the effectiveness of various game features in maintaining learner's engagement until the goals set for learning are achieved.
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A Rhythmic Musical Intervention for Poor Readers: A Comparison of Efficacy With a Letter-Based Intervention
TL;DR: The authors compared the effects of a musical intervention for poor readers with a software intervention of known efficacy based on rhyme training and phoneme-grapheme learning, and found that the two interventions had similar benefits for literacy, with large effect sizes.
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The Dyslexia Debate
TL;DR: The Dyslexia Debate examines how we use the term "dyslexia" and questions its efficacy as a diagnosis as mentioned in this paper, while many believe that a diagnosis of dyslexia will shed light on a reader's struggles and help identify the best form of intervention.
Journal ArticleDOI
Assessing the Effectiveness of Two Theoretically Motivated Computer-Assisted Reading Interventions in the United Kingdom: GG Rime and GG Phoneme
TL;DR: In this paper, the authors report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI.
Journal ArticleDOI
In search of a science-based application: a learning tool for reading acquisition.
TL;DR: In this article, an enjoyable learning game (www or mobile phone-based, available free of charge to the end users) for children is presented, which can at best help millions of children in their reading acquisition in the future.
References
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Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction
TL;DR: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction Table of Table 1.1 as discussed by the authors, and Table 2.1...
Journal ArticleDOI
A Scaled Difference Chi-square Test Statistic for Moment Structure Analysis
Albert Satorra,Peter M. Bentler +1 more
TL;DR: In this paper, Satorra and Bentler's scaling corrections are used to improve the chi-square approximation of goodness-of-fit test statistics in small samples, large models, and nonnormal data.
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A Distributed, Developmental Model of Word Recognition and Naming.
TL;DR: A parallel distributed processing model of visual word recognition and pronunciation is described, which consists of sets of orthographic and phonological units and an interlevel of hidden units and which early in the learning phase corresponds to that of children acquiring word recognition skills.
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Categorizing sounds and learning to read: A causal connection.
Lynette Bradley,Peter Bryant +1 more
TL;DR: This paper found that children who are backward in reading are strikingly insensitive to rhyme and alliteration and are at a disadvantage when categorizing words on the basis of common sounds even in comparison with younger children who read no better than they do.
Journal ArticleDOI
Phonological recoding and self-teaching: sine qua non of reading acquisition.
TL;DR: This paper elaborates the self-teaching hypothesis, reviews relevant evidence, and notes that current models of word recognition fail to address the quintessential problem of reading acquisition-independent generation of target pronunciations for novel orthographic strings.