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ERIC Number: EJ660991
Record Type: Journal
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 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)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain