This experimental study examined the effects of two intensive computer-based language interventions on receptive language, phonemic awareness, reading, and spelling achievement for students with a language impairment or disability. The study contrasted the effectiveness of two intervention approaches Fast ForWord and SuccessMaker on 64 adolescents ages 13-17 from three local school divisions.
The effects of intensive computer-based language intervention on language functioning and reading achievement in language-impaired adolescents
Dissertation Abstracts Section A: Humanities and Social Sciences.
IDEA Disability Category:
speech or language impairment
practice and reinforcement activities
National Reading Panel Standards:
English Language Arts:
Reading: Foundational Skills
Reading: Informational Text