Individual Differences in Gains from Computer-Assisted Remedial Reading.

摘要: Abstract Two hundred second- to fifth-grade students (aged approximately 7 11 years) spent 29 h in a computer-assisted remedial reading program that compared benefits from accurate, speech-supported context, with and without explicit phonological training. Children the “accurate-reading-in-context” condition 22 individualized computer hours stories small-group learning comprehension strategies. “phonological-analysis” learned strategies hours, divided their time between exercises story reading. Phonologically trained children gained more skills untimed word reading; contextual time-limited Lower level readers more, benefited training, than higher readers. In follow-up testing, most maintained or improved levels, but not rates, of training gains. scored on decoding, both conditions equivalently