The research was supported by a grant from the Research Foundation of the Mannerheim League for Child Welfare, the Jyväskylä Longitudinal Study of Dyslexia (JLD), the Graduate School of Psychology, and the Niilo Mäki Institute. The development of the prevention game technology has been supported by the Finnish Centre of Excellence Programs 44858 and 213486 (2000–2005 and 2006–) of the Academy of Finland. We are grateful to the teachers, parents, and children in the participating schools for their unstinting support in this long-term research project.
Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability
Article first published online: 18 MAR 2011
© 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.
Volume 82, Issue 3, pages 1013–1028, May/June 2011
How to Cite
Saine, N. L., Lerkkanen, M.-K., Ahonen, T., Tolvanen, A. and Lyytinen, H. (2011), Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability. Child Development, 82: 1013–1028. doi: 10.1111/j.1467-8624.2011.01580.x
- Issue published online: 5 MAY 2011
- Article first published online: 18 MAR 2011
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.