Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties
In the last years, there has been a big effort to identify risk factors for reading difficulties and to develop new methodologies to help struggling readers. It has been shown that early intervention is more successful than late intervention, and that intensive training programs can benefit children...
| Authors: | ; ; ; ; ; ; |
|---|---|
| Format: | Article |
| Status: | Published version |
| Publication date: | 2022 |
| Country: | España |
| Institution: | Universidad de Barcelona |
| Repository: | Dipòsit Digital de la UB |
| OAI Identifier: | oai:diposit.ub.edu:2445/190147 |
| Online Access: | https://hdl.handle.net/2445/190147 |
| Access Level: | Open access |
| Keyword: | Dislèxia Trastorns del llenguatge en els infants Dyslexia Language disorders in children |
| _version_ | 1878730031490924544 |
|---|---|
| author | Forné, Susanna |
| author2 | López Sala, Anna Mateu-Estivill, Roger Adan Puig, Ana Caldú i Ferrús, Xavier Rifà Ros, Esteve Xavier Serra y Grabulosa, Josep Ma. |
| author2_role | author author author author author author |
| author_browse | Adan Puig, Ana Caldú i Ferrús, Xavier Forné, Susanna López Sala, Anna Mateu-Estivill, Roger Rifà Ros, Esteve Xavier Serra y Grabulosa, Josep Ma. |
| author_facet | Forné, Susanna López Sala, Anna Mateu-Estivill, Roger Adan Puig, Ana Caldú i Ferrús, Xavier Rifà Ros, Esteve Xavier Serra y Grabulosa, Josep Ma. |
| author_role | author |
| collection | Dipòsit Digital de la UB |
| description | In the last years, there has been a big effort to identify risk factors for reading difficulties and to develop new methodologies to help struggling readers. It has been shown that early intervention is more successful than late intervention, and that intensive training programs can benefit children with reading difficulties. The aim of our study is to investigate the effectiveness of an intensive computerized phonological training program designed to improve reading performance in a sample of children with reading difficulties at the early stages of their reading learning process. Thirty-two children with reading difficulties were randomly assigned to one of the two intervention groups: RDIR (children with reading difficulties following a computerized intensive remediation strategy) (n = 20) (7.01 +/- 0.69 years), focused on training phonemic awareness, decoding and reading fluency through the computational training; and RDOR (children with reading difficulties following an ordinary remediation strategy) (n = 12) (6.92 +/- 0.82 years), which consisted of a reinforcement of reading with a traditional training approach at school. Normal readers (NR) were assigned to the control group (n = 24) (7.32 +/- 0.66 years). Our results indicate that both the RDIR and RDOR groups showed an increased reading performance after the intervention. However, children in the RDIR group showed a stronger benefit than the children in the RDOR group, whose improvement was weaker. The control group did not show significant changes in reading performance during the same period. In conclusion, results suggest that intensive early intervention based on phonics training is an effective strategy to remediate reading difficulties, and that it can be used at school as the first approach to tackle such difficulties. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | ES_13f7e8c31d68f448fc85a05d3b03b3ff |
| institution | Universidad de Barcelona |
| instname_str | Universidad de Barcelona |
| network_acronym_str | ES |
| network_name_str | España |
| oai_identifier_str | oai:diposit.ub.edu:2445/190147 |
| publishDate | 2022 |
| publishDateSort | 2022 |
| publisher | MDPI AG |
| publisherStr | MDPI AG |
| reponame_str | Dipòsit Digital de la UB |
| spelling | Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties Forné, Susanna López Sala, Anna Mateu-Estivill, Roger Adan Puig, Ana Caldú i Ferrús, Xavier Rifà Ros, Esteve Xavier Serra y Grabulosa, Josep Ma. Dislèxia Trastorns del llenguatge en els infants Dyslexia Language disorders in children In the last years, there has been a big effort to identify risk factors for reading difficulties and to develop new methodologies to help struggling readers. It has been shown that early intervention is more successful than late intervention, and that intensive training programs can benefit children with reading difficulties. The aim of our study is to investigate the effectiveness of an intensive computerized phonological training program designed to improve reading performance in a sample of children with reading difficulties at the early stages of their reading learning process. Thirty-two children with reading difficulties were randomly assigned to one of the two intervention groups: RDIR (children with reading difficulties following a computerized intensive remediation strategy) (n = 20) (7.01 +/- 0.69 years), focused on training phonemic awareness, decoding and reading fluency through the computational training; and RDOR (children with reading difficulties following an ordinary remediation strategy) (n = 12) (6.92 +/- 0.82 years), which consisted of a reinforcement of reading with a traditional training approach at school. Normal readers (NR) were assigned to the control group (n = 24) (7.32 +/- 0.66 years). Our results indicate that both the RDIR and RDOR groups showed an increased reading performance after the intervention. However, children in the RDIR group showed a stronger benefit than the children in the RDOR group, whose improvement was weaker. The control group did not show significant changes in reading performance during the same period. In conclusion, results suggest that intensive early intervention based on phonics training is an effective strategy to remediate reading difficulties, and that it can be used at school as the first approach to tackle such difficulties. MDPI AG https://hdl.handle.net/2445/190147 |
| spellingShingle | Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties Forné, Susanna Dislèxia Trastorns del llenguatge en els infants Dyslexia Language disorders in children |
| status_str | publishedVersion |
| title | Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties |
| title_full | Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties |
| title_fullStr | Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties |
| title_full_unstemmed | Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties |
| title_short | Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties |
| title_sort | Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties |
| topic | Dislèxia Trastorns del llenguatge en els infants Dyslexia Language disorders in children |
| topic_facet | Dislèxia Trastorns del llenguatge en els infants Dyslexia Language disorders in children |
| url | https://hdl.handle.net/2445/190147 |