Individual differences in gains from computer assisted-remedial reading

This study examined how individual differences among children affected outcomes from 27-29 hours of training on students with reading difficulties in computer-assisted remedial reading program that compared benefits from accurate, speech-supported reading in context, with and without explicit phonological training.

Author: 
Olson, K., Ring, J., & Wise, B.
Year: 
2000
Source: 
Journal of Experimental Child Psychology, Vol. 77, 197-235.
Type: 
Related Research
Content Area: 
reading
IDEA Disability Category: 
specific learning disability
Instructional Support: 
multiple formats of text and notation
practice and reinforcement activities