Effects of Three Interventions on the Reading Skills of Children with Reading Disabilities in Grade 2

Autor/inn/en	Gustafson, Stefan; Falth, Linda; Svensson, Idor; Tjus, Tomas; Heimann, Mikael
Titel	Effects of Three Interventions on the Reading Skills of Children with Reading Disabilities in Grade 2
Quelle	In: Journal of Learning Disabilities, 44 (2011) 2, S.123-135 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219410391187
Schlagwörter	Reading Difficulties; Intervention; Disabilities; Decoding (Reading); Special Education Teachers; Grade 2; Reading Skills; Elementary School Students; Computer Uses in Education; Sentences; Word Recognition; Comparative Analysis; Teaching Methods; Program Effectiveness; Cognitive Ability; Intelligence; Short Term Memory; Spelling; Arithmetic; Phonology; Reading Comprehension; Foreign Countries; Sweden; Raven Progressive Matrices; Wechsler Intelligence Scale for Children; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Handicap; Behinderung; Dekodierung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; School year 02; 2. Schuljahr; Schuljahr 02; Reading skill; Lesefertigkeit; Computernutzung; Sentence analysis; Satzanalyse; Worterkennung; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Intelligenz; Klugheit; Kurzzeitgedächtnis; Schreibweise; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Fonologie; Leseverstehen; Ausland; Schweden
Abstract	In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs (n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered. (Contains 3 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10