Computer-based reading and spelling practice for children with learning disabilities

The study examined the effects of computer-based reading and spelling practices on the development of reading and spelling skills on students with written language disorders. A pretest-training-posttest experiment was conducted in which students practiced hard-to-read words under three conditions, reading from the computer screen, copying from the screen, and writing from memory after presentation on the screen.

Author: 
van Daal, V.H.P., & van der Leij, A.
Year: 
1992
Source: 
Journal of Learning Disabilities, Vol. 25, 186-195.
Type: 
Related Research
Content Area: 
reading
IDEA Disability Category: 
specific learning disability
speech or language impairment
Instructional Support: 
multiple formats of text and notation
practice and reinforcement activities
National Reading Panel Standards: 
fluency
vocabulary
English Language Arts: 
Reading: Foundational Skills
Reading: Literature
Reading: Informational Text
Language