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.
Year:
2001
Source:
Dissertation Abstracts Section A: Humanities and Social Sciences.
Type:
Related Research
Content Area:
reading
Grade Level:
middle school
secondary
IDEA Disability Category:
speech or language impairment
Instructional Support:
practice and reinforcement activities
National Reading Panel Standards:
comprehension
fluency
vocabulary
English Language Arts:
Language
Reading: Foundational Skills
Reading: Informational Text
Reading: Literature