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Computer-assisted Interventions Targeting Reading Skills of Children with Reading Disabilities - A Longitudinal Study
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED). (CSF)ORCID-id: 0000-0001-7261-590X
Linköping University.
University of Gothenburg.
Linköping University.
Vise andre og tillknytning
2013 (engelsk)Inngår i: Dyslexia, ISSN 1076-9242, E-ISSN 1099-0909, Vol. 19, nr 1, s. 37-53Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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. Copyright (c) 2013 John Wiley & Sons, Ltd.

sted, utgiver, år, opplag, sider
2013. Vol. 19, nr 1, s. 37-53
Emneord [en]
children, computer-assisted intervention, longitudinal, reading disability
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:lnu:diva-24533DOI: 10.1002/dys.1450ISI: 000313877100003Scopus ID: 2-s2.0-84872786210OAI: oai:DiVA.org:lnu-24533DiVA, id: diva2:607702
Tilgjengelig fra: 2013-02-25 Laget: 2013-02-25 Sist oppdatert: 2018-02-22bibliografisk kontrollert
Inngår i avhandling
1. The use of interventions for promoting reading development among struggling readers
Åpne denne publikasjonen i ny fane eller vindu >>The use of interventions for promoting reading development among struggling readers
2013 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

A challenge for both researchers and practising teachers is to develop, disseminate and implement methods to help all students acquire good reading skills. One way to do this is to conduct intervention studies. Within the framework of this dissertation two such studies are carried out with the purpose of promoting the reading development of children whose reading ability has not yet reached the adequate age level.

The empirical material consists of two studies containing different interventions. These studies form the basis of the four articles included in the dissertation. The overall aim was to analyse the effects of the interventions with regard to both quantitative aspects of pupils’ reading abilities as well as the qualitative aspects of interpreting intervention as a method for promoting reading development. The interventions contain training programmes aiming at promoting pupils’ reading development. The participants of the first study attended grades 1-4, while in the other study only pupils from grade 2 participated. The first study comprises two different training programmes, one of which was computer-based.

In the other study both training programmes were computer-based. One programme focused on phonology, whereas the other was more oriented towards reading comprehension. Results showed that pupils who received a combination of phonological and comprehension training made greater progress on tests measuring word decoding, phonological ability and reading comprehension than the comparison groups. These results are valid in the short term, i.e. immediately after the end of the intervention, but also in the long term, one year after the intervention was concluded. The results also demonstrate that computer-based intervention in reading training with a strict framework, combined with individually adapted contents may be both effective and motivating and also have a substantial effect on the success of the interventions. The results from one of the studies also showed that it is possible to achieve positive results on pupils’ reading skills with interventions that do not contain any homework. The main contribution of this thesis is important for further research and measures for children with reading disabilities.

sted, utgiver, år, opplag, sider
Växjö: Linnaeus University Press, 2013. s. 167
Serie
Linnaeus University Dissertations
Emneord
Reading, reading difficulties, interventions, pupils, computer-based training
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-25548 (URN)978-91-87427-13-8 (ISBN)
Disputas
2013-04-05, Myrdal, Linnéuniversitetet, Växjö, 13:15 (svensk)
Opponent
Veileder
Forskningsfinansiär
Forte, Swedish Research Council for Health, Working Life and Welfare, 2007-0656
Tilgjengelig fra: 2013-05-23 Laget: 2013-05-07 Sist oppdatert: 2017-12-28bibliografisk kontrollert

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