A Randomized, Controlled Study of Computer-Based Intervention in Middle School Struggling Readers

Autor/inn/en	Given, Barbara K.; Wasserman, John D.; Chari, Sharmila A.; Beattie, Karen; Eden, Guinevere F.
Titel	A Randomized, Controlled Study of Computer-Based Intervention in Middle School Struggling Readers
Quelle	In: Brain and Language, 106 (2008) 2, S.83-97 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-934X
DOI	10.1016/j.bandl.2007.12.001
Schlagwörter	Experimental Groups; Control Groups; Intervention; Language Impairments; Phonemic Awareness; Computers; Language Skills; Computer Assisted Instruction; Middle School Students; Cognitive Processes; Computer Software; Reading Difficulties + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Digitalrechner; Language skill; Sprachkompetenz; Computer based training; Computerunterstützter Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Cognitive process; Kognitiver Prozess; Reading difficulty; Leseschwierigkeit
Abstract	The current study was conducted to test the premise that computer-based intervention that targets auditory temporal processing combined with language exercises (Fast ForWord[R]) is effective in remediating children with disorders of language and reading. Sixty-five middle school struggling readers were randomly assigned to one of five groups and over a 12-week-period received one of the following interventions: (1) two phases of intervention with Fast ForWord[R] (FFW, experimental group), (2) two phases of intervention with SuccessMaker (SM, active control group), (3) FFW followed by SM, (4) SM followed by FFW, or (5) no intervention beyond the regular class curriculum (developmental control group). Changes in reading, phonemic awareness, spelling and language skills were assessed via a repeated measures MANOVA. Results indicated significant within-subjects effects (i.e., change for all participants over time), but no between-subject group differences, failing to show that Fast ForWord[R] resulted in any gains over and above those seen in the other groups. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10