Predicting Word-Level Reading Fluency Outcomes in Three Contrastive Groups: Remedial and Computer-Assisted Remedial Reading Intervention, and Mainstream Instruction

Autor/inn/en	Saine, Nina L.; Lerkkanen, Marja-Kristiina; Ahonen, Timo; Tolvanen, Asko; Lyytinen, Heikki
Titel	Predicting Word-Level Reading Fluency Outcomes in Three Contrastive Groups: Remedial and Computer-Assisted Remedial Reading Intervention, and Mainstream Instruction
Quelle	In: Learning and Individual Differences, 20 (2010) 5, S.402-414 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2010.06.004
Schlagwörter	Reading Difficulties; Intervention; Remedial Reading; Reading Fluency; Phonological Awareness; Grade 2; Reading Skills; Grade 1; Prediction; Longitudinal Studies; Children; Foreign Countries; Computer Assisted Instruction; Comparative Analysis; Finland + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Leseförderung; School year 02; 2. Schuljahr; Schuljahr 02; Reading skill; Lesefertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Vorhersage; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Child; Kind; Kinder; Ausland; Computer based training; Computerunterstützter Unterricht; Finnland
Abstract	The aim of the longitudinal intervention study was to build a model of predictive values of reading fluency in three contrastive reading groups: remedial and computer-assisted remedial reading intervention, and mainstream instruction, to identify the most effective type of intervention for children with different profiles of compromised pre-reading skills. The participants were 7-year-old Finnish school beginners (N = 166). Two remedial interventions took place in four weekly sessions of 45 min over a period of 28 weeks in Grade 1. For a child with deficits in the core pre-reading skills (letter knowledge, phonological awareness or rapid automatized naming), the computer-assisted remedial intervention would be the most successful in remediating reading fluency in the transparent Finnish language. Furthermore, children in the computer-assisted intervention were able to reach the average level of the mainstream children by the end of Grade 2. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10