Computer ‐assisted remedial reading intervention for school beginners at risk for reading disability.
The aim of the longitudinal study was to investigate whether a computer application designed for remedial reading training can enhance letter knowledge, reading accuracy, fluency, and spelling of at‐risk children. The participants, 7‐year‐old Finnish school beginners (N = 166), were assigned to 1 of 3 groups: (a) regular remedial reading intervention (n = 25), (b) computer ‐assessed reading intervention (n = 25), and (c) mainstream reading instruction (n = 116). Based on the results, computer ‐assisted remedial reading intervention was highly beneficial, whereas regular type of intervention was less successful. The results indicated that at‐risk children require computer ‐based letter–name and letter–sound training to acquire adequate decoding and spelling skills, and to reach the level of their non‐at‐risk peers.