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.
Computer-based reading and spelling practice for children with learning disabilities
Journal of Learning Disabilities, Vol. 25, 186-195.
IDEA Disability Category:
specific learning disability
speech or language impairment
multiple formats of text and notation
practice and reinforcement activities
National Reading Panel Standards:
English Language Arts:
Reading: Foundational Skills
Reading: Informational Text