Computer-Based Reading and Spelling Practice for Children with Learning Disabilities

Abstract

To examine the effects of computer-based reading and spelling practice on the development of reading and spelling skills, a pretest-training-posttest experiment was conducted in The Netherlands. Eleven girls and 17 boys with written language disorders (on the average, 9 years, 7 months old and performing 2 grades below age expectancy) 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. For all words, whole-word sound was available on call during practice. To assess learning effects, both a dictation and a read-aloud task were administered in which nonpracticed control words were also presented. During training, the computer kept record of several aspects of the pupils' learning behavior. It was found that copying words from the screen resulted in significantly fewer spelling errors on the posttest than writing words from memory, and that both forms of spelling practice led to fewer spelling errors than only reading words during practice. All three forms of practice improved to the same degree both the accuracy and fluency of reading the practiced words aloud. The way in which spelling and reading practice, in combination with speech feedback, support the development of phonological skills in children with written language disorders is highlighted in the discussion.

Enhancing the Reading Fluency and Comprehension of Children With Reading Disabilities in an Orthographically Transparent Language

“…Inspired by the seminal work of Frederiksen (Frederiksen, Warren, & Rosebery, 1985), the beneficial effects of flashed presentations on phonological decoding and word identification were demonstrated by several studies (Das-Smaal, Klapwijk, & Van der Leij, 1996;Van den Bosch et al, 1995). It is important to note that these studies focused on the sublexical level to generate transfer effects and not on the repeated-word level, which affects only word-specific knowledge (i.e., the overlearning of trained words, not affecting new words; Van Daal & Van der Leij, 1992). Flashed presentation has also been used successfully in long-term therapy studies (Kappers, 1997).…”

Learning Disabilities and Foreign Languages: A Curriculum Approach to the Design of Inclusive Courses

“…As Cubillos (1998) points out, however, faculty must select software carefully in order to avoid programs that are not well articulated with the textbook or are de-contextualized to the point that they do not promote real communication. I have not located FL software designed specifically to meet the needs of students with LDs, but researchers have noted the benefit derived from software programs to remediate spelling in English (Van Daal & Van der Leij, 1992). Others have described the advantages in the efficient delivery of instruction available through videodisc and computer-assisted instruction (Carnine, 1989).…”

Predicting word-level reading fluency outcomes in three contrastive groups: Remedial and computer-assisted remedial reading intervention, and mainstream instruction

“…According to Snellings, van der leij, de Jong, and Blok (2009) it is important to note that these studies focused on the sublexical level to generate transfer effects and not on the repeated-word level, which affects only word-specific knowledge (i.e., the overlearning of trained words, not affecting new words; Van Daal & Van der Leij, 1992). Consequently, the focus of the flashed presentation studies, have been on single word reading.…”