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...

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Autores: Forné S, López-Sala A, Mateu-Estivill R, Adan A, Caldú X, Rifà-Ros X, Serra-Grabulosa JM
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Institución:Fundació Sant Joan de Déu
Repositorio:r-FSJD. Repositorio Institucional de Producción Científica de la Fundació Sant Joan de Déu
OAI Identifier:oai:fsjd.fundanetsuite.com:p22142
Acceso en línea:https://fsjd.fundanetsuite.com/Publicaciones/ProdCientif/PublicacionFrw.aspx?id=22142
Access Level:acceso abierto
Palabra clave:reading difficulties
remediation
dyslexia
computerized intervention
phonological training
early readers
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spelling Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading DifficultiesForné SLópez-Sala AMateu-Estivill RAdan ACaldú XRifà-Ros XSerra-Grabulosa JMreading difficultiesremediationdyslexiacomputerized interventionphonological trainingearly readersIn 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.MDPI2022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://fsjd.fundanetsuite.com/Publicaciones/ProdCientif/PublicacionFrw.aspx?id=22142International Journal of Environmental Research and Public HealthISSN: 16617827ISSNe: 16604601reponame:r-FSJD. Repositorio Institucional de Producción Científica de la Fundació Sant Joan de Déuinstname:Fundació Sant Joan de DéuInglésinfo:eu-repo/semantics/openAccessoai:fsjd.fundanetsuite.com:p221422026-05-27T12:37:41Z
dc.title.none.fl_str_mv Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties
title Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties
spellingShingle Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties
Forné S
reading difficulties
remediation
dyslexia
computerized intervention
phonological training
early readers
title_short 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_sort Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties
dc.creator.none.fl_str_mv Forné S
López-Sala A
Mateu-Estivill R
Adan A
Caldú X
Rifà-Ros X
Serra-Grabulosa JM
author Forné S
author_facet Forné S
López-Sala A
Mateu-Estivill R
Adan A
Caldú X
Rifà-Ros X
Serra-Grabulosa JM
author_role author
author2 López-Sala A
Mateu-Estivill R
Adan A
Caldú X
Rifà-Ros X
Serra-Grabulosa JM
author2_role author
author
author
author
author
author
dc.subject.none.fl_str_mv reading difficulties
remediation
dyslexia
computerized intervention
phonological training
early readers
topic reading difficulties
remediation
dyslexia
computerized intervention
phonological training
early readers
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.
publishDate 2022
dc.date.none.fl_str_mv 2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://fsjd.fundanetsuite.com/Publicaciones/ProdCientif/PublicacionFrw.aspx?id=22142
url https://fsjd.fundanetsuite.com/Publicaciones/ProdCientif/PublicacionFrw.aspx?id=22142
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv International Journal of Environmental Research and Public Health
ISSN: 16617827
ISSNe: 16604601
reponame:r-FSJD. Repositorio Institucional de Producción Científica de la Fundació Sant Joan de Déu
instname:Fundació Sant Joan de Déu
instname_str Fundació Sant Joan de Déu
reponame_str r-FSJD. Repositorio Institucional de Producción Científica de la Fundació Sant Joan de Déu
collection r-FSJD. Repositorio Institucional de Producción Científica de la Fundació Sant Joan de Déu
repository.name.fl_str_mv
repository.mail.fl_str_mv
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