Linnaeus University, Växjö, Sweden.
Dyslexia. 2013 Feb;19(1):37-53. doi: 10.1002/dys.1450.
The purpose of the present study was to examine the effects of three computerized interventions on the reading skills of children with reading disabilities in Grade 2. This longitudinal intervention study included five test sessions over 1 year. Two test points occur before the intervention, and three afterwards. The last follow-up was conducted 1 year after the first measurement. One hundred thirty children in Grade 2 participated in the study. Three groups of children with reading difficulties received computerized training programmes: one aimed at improving word decoding skills and phonological abilities, the second focused on word and sentence levels and the third was a combination of these two training programmes. A fourth group received ordinary special instruction. In addition, there was one comparison group with age-matched typical readers. All groups improved their reading skills. The group that received combined training showed greater improvement than the one with ordinary special instruction and the group of typical readers at two follow-ups. The longitudinal results indicate additional positive results for the group that received the combined training, the majority of students from that group being no longer judged to be needing special education 1 year after the intervention.
本研究旨在探讨三种计算机干预措施对二年级阅读障碍儿童阅读技能的影响。这是一项纵向干预研究，包括 1 年中的 5 次测试。干预前进行了两次测试，干预后进行了三次。最后一次随访是在第一次测量后的 1 年进行的。共有 130 名二年级儿童参加了这项研究。三组阅读困难的儿童接受了计算机培训计划：一组旨在提高单词解码技能和语音能力，第二组专注于单词和句子水平，第三组是这两个培训计划的结合。第四组接受了普通的特殊指导。此外，还有一个与年龄匹配的典型阅读者的对照组。所有组的阅读技能都有所提高。接受综合培训的组比接受普通特殊指导的组和典型阅读者组在两次随访中都有更大的提高。纵向结果表明，接受综合培训的组有额外的积极效果，该组的大多数学生在干预后 1 年不再被认为需要特殊教育。
