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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ660991
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
Do the Effects of Computer-Assisted Practice Differ for Children with Reading Disabilities with and without IQ-Achievement Discrepancy?
Jimenez, Juan E.; Ortiz, Maria del Rosario; Rodrigo, Mercedes; Hernandez-Valle, Isabel; Ramirez, Gustavo; Estevez, Adelina; O'Shanahan, Isabel; Trabaue, Maria de la Luz
Journal of Learning Disabilities, v36 n1 p34-47 Jan-Feb 2003
A study assessed whether the effects of computer-assisted practice on visual word recognition differed for 73 Spanish children with reading disabilities with or without aptitude-achievement discrepancy. Computer-assisted intervention improved word recognition. However, children with dyslexia had more difficulties than poor readers during computer-based word reading that required extensive phonological computation. (Contains references.) (Author/CR)
Descriptors: Computer Assisted Instruction, Computer Uses in Education, Dyslexia, Elementary Education, Foreign Countries, Instructional Effectiveness, Intelligence Differences, Intelligence Quotient, Phoneme Grapheme Correspondence, Reading Difficulties, Reading Instruction, Reading Strategies, Word Recognition
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Discrepancy Measure; Spain
Note: Special Issue: IQ-Discrepancy Definitions and the Diagnosis of LD.