Effectiveness of a Computer-Assisted Intervention for Young Children with Attention and Reading Problems
Children who are significantly inattentive and poor early readers require intervention, and traditional tutoring approaches may not be effective with this group. Using a single-subject, multiple-baseline-across-participants design, Study 1 examines whether a computer-assisted reading intervention in...
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Published in | Journal of applied school psychology Vol. 30; no. 2; pp. 83 - 106 |
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Main Authors | , , |
Format | Journal Article |
Language | English |
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Routledge
03.04.2014
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Abstract | Children who are significantly inattentive and poor early readers require intervention, and traditional tutoring approaches may not be effective with this group. Using a single-subject, multiple-baseline-across-participants design, Study 1 examines whether a computer-assisted reading intervention increases performance for three first-grade children with teacher-rated inattention and early reading problems. Study 2 replicates this intervention using three second-grade students. The independent variable was an evidence-based computer-assisted intervention (Earobics). Dependent variables were oral reading fluency, phoneme segmentation, and attention-to-task. Results provide evidence of reading gains, suggesting moderate size effects. For all, attention-to-task was higher during the computer-assisted intervention than during small-group reading instruction. Implications for practice and future research are discussed. The use of computer-assisted interventions for children who are inattentive and poor early readers may be an effective solution to improve reading performance. |
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AbstractList | Children who are significantly inattentive and poor early readers require intervention, and traditional tutoring approaches may not be effective with this group. Using a single-subject, multiple-baseline-across-participants design, Study 1 examines whether a computer-assisted reading intervention increases performance for three first-grade children with teacher-rated inattention and early reading problems. Study 2 replicates this intervention using three second-grade students. The independent variable was an evidence-based computer-assisted intervention (Earobics). Dependent variables were oral reading fluency, phoneme segmentation, and attention-to-task. Results provide evidence of reading gains, suggesting moderate size effects. For all, attention-to-task was higher during the computer-assisted intervention than during small-group reading instruction. Implications for practice and future research are discussed. The use of computer-assisted interventions for children who are inattentive and poor early readers may be an effective solution to improve reading performance. Adapted from the source document Children who are significantly inattentive and poor early readers require intervention, and traditional tutoring approaches may not be effective with this group. Using a single-subject, multiple-baseline-across-participants design, Study 1 examines whether a computer-assisted reading intervention increases performance for three first-grade children with teacher-rated inattention and early reading problems. Study 2 replicates this intervention using three second-grade students. The independent variable was an evidence-based computer-assisted intervention (Earobics). Dependent variables were oral reading fluency, phoneme segmentation, and attention-to-task. Results provide evidence of reading gains, suggesting moderate size effects. For all, attention-to-task was higher during the computer-assisted intervention than during small-group reading instruction. Implications for practice and future research are discussed. The use of computer-assisted interventions for children who are inattentive and poor early readers may be an effective solution to improve reading performance. Adapted from the source document. Children who are significantly inattentive and poor early readers require intervention, and traditional tutoring approaches may not be effective with this group. Using a single-subject, multiple-baseline-across-participants design, Study 1 examines whether a computer-assisted reading intervention increases performance for three first-grade children with teacher-rated inattention and early reading problems. Study 2 replicates this intervention using three second-grade students. The independent variable was an evidence-based computer-assisted intervention (Earobics). Dependent variables were oral reading fluency, phoneme segmentation, and attention-to-task. Results provide evidence of reading gains, suggesting moderate size effects. For all, attention-to-task was higher during the computer-assisted intervention than during small-group reading instruction. Implications for practice and future research are discussed. The use of computer-assisted interventions for children who are inattentive and poor early readers may be an effective solution to improve reading performance. |
Audience | Grade 1 Grade 2 Elementary Education |
Author | Marett, Katherine Walcott, Christy M. Hessel, Amanda B. |
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References | Deno S.L. (cit0006) 2001; 30 cit0012 Dynamic Measurement Group (cit0008) 2008 cit0019 cit0017 cit0018 cit0015 cit0016 cit0013 Reynolds C.R. (cit0021) 2006 cit0014 cit0022 cit0001 Clarfield J. (cit0005) 2005; 34 Kleiman G. (cit0011) 1981; 7 cit0023 cit0020 Good R.H. (cit0010) 2002 Fuchs L.S. (cit0009) 1993; 22 cit0028 cit0007 cit0029 cit0004 cit0026 cit0027 cit0002 cit0024 cit0003 cit0025 |
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SubjectTerms | Children Computer Assisted Instruction Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Early intervention programmes Elementary School Students Evidence based Grade 1 Grade 2 inattention, reading problems, reading intervention Instructional Effectiveness Intervention North Carolina Oral Reading Phonemes Reading Difficulties Reading Fluency Reading Improvement Reading Instruction Segmentation Small Group Instruction Teaching Methods Time on Task Young children |
Title | Effectiveness of a Computer-Assisted Intervention for Young Children with Attention and Reading Problems |
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