Sign up & Download
Sign in

Computer ‐assisted remedial reading intervention for school beginners at risk for reading disability.

by Nina L. Saine, Marja‐Kristiina Lerkkanen, Timo Ahonen, Asko Tolvanen, Heikki Lyytinen


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.

Cite this document (BETA)

Readership Statistics

1 Reader on Mendeley

Sign up today - FREE

Mendeley saves you time finding and organizing research. Learn more

  • All your research in one place
  • Add and import papers easily
  • Access it anywhere, anytime

Start using Mendeley in seconds!

Sign up & Download

Already have an account? Sign in