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  • 1.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Gustafson, Stefan
    Linköping University.
    Tjus, Tomas
    University of Gothenburg.
    Heimann, Mikael
    Linköping University.
    Svensson, Idor
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Computer-assisted Interventions Targeting Reading Skills of Children with Reading Disabilities - A Longitudinal Study2013In: Dyslexia, ISSN 1076-9242, E-ISSN 1099-0909, Vol. 19, no 1, p. 37-53Article in journal (Refereed)
    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.

  • 2.
    Svensson, Idor
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Jacobson, Christer
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    How persistent are phonological difficulties?: a longitudinal study of reading retarded children2006In: Dyslexia, ISSN 1076-9242, E-ISSN 1099-0909, Vol. 12, no 1, p. 3-20Article in journal (Refereed)
    Abstract [en]

    The present study examined the persistency of phonological deficiencies over time. The participants were 40 pupils in grade 2 with documented reading and writing difficulties and a comparison group of 30 pupils. The participants were followed over a 10-year period by word- and non-word-reading tests and tests of cognitive ability. The persistence of phonological deficits was indicated by a high correlation between non-word-reading tests in grades 3 and 12 in the reading-disabled group. A dyslexia cut-off definition based on phonological ability was the most consistent definition over time compared to a word-decoding definition or multiple cut-off definition based on IQ. Phonological decoding abilities were remarkably stable over time, and non-word-reading was found to be a valid instrument in diagnosing and discerning dyslexia both in children and adults.

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