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.
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