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ERIC Number: EJ897022
Record Type: Journal
Publication Date: 2010-Oct
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1041-6080
Predicting Word-Level Reading Fluency Outcomes in Three Contrastive Groups: Remedial and Computer-Assisted Remedial Reading Intervention, and Mainstream Instruction
Saine, Nina L.; Lerkkanen, Marja-Kristiina; Ahonen, Timo; Tolvanen, Asko; Lyytinen, Heikki
Learning and Individual Differences, v20 n5 p402-414 Oct 2010
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.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland