Impact of a Multi-factor Digital Intervention on Reading and Affect Skills of Students with Reading Difficulties

Abstract

Learning to read is a basic human right. However, not all children learn to read successfully. Thus, early diagnosis and targeted interventions are crucial for the 5 to 10% of children who have reading difficulties despite receiving adequate instruction. The focus of this thesis was to test whether participation in a 13-week computerized game-based reading intervention, Neuralign©, resulted in improvements in reading skills and affect for children in Grades 2 to 8 with reading difficulties or other challenges. Children were randomly assigned to be in the Neuralign© or waitlist group. Analyses of reading outcomes and reading affect after the intervention were conducted using multiple regression, controlling for pretest performance and cognitive skills. Results showed no evidence that Neuralign© influenced children's post-test scores on reading or affect skills. The current study adds to the literature about computer-based reading interventions by testing Neuralign© and provided useful direction for development of the intervention.