A randomized, controlled study of computer-based intervention in middle school struggling readers

被引：41

作者：

Given, Barbara K. ^{[1
]}

Wasserman, John D. ^{[2
]}

Chari, Sharmila A. ^{[1
]}

Beattie, Karen ^{[1
]}

Eden, Guinevere F. ^{[3
]}

机构：

[1] George Mason Univ, Krasnow Inst Adv Study, Fairfax, VA 22030 USA

[2] George Mason Univ, Dept Psychol, Fairfax, VA 22030 USA

[3] Georgetown Univ, Med Ctr, Dept Pediat, Ctr Study Learning, Washington, DC 20007 USA

来源：

BRAIN AND LANGUAGE | 2008年 / 106卷 / 02期

关键词：

reading; oral language; phonemic awareness; spelling; intervention; randomized; controlled; dyslexia; specific language impairment; Fast ForWord;

D O I：

10.1016/j.bandl.2007.12.001

中图分类号：

R36 [病理学]; R76 [耳鼻咽喉科学];

学科分类号：

100104 ; 100213 ;

摘要：

The current study was conducted to test the premise that computer-based intervention that targets auditory temporal processing combined with language exercises (Fast ForWord (R)) is effective in remediating children with disorders of language and reading. Sixty-five middle school struggling readers were randomly assigned to one of five groups and over a 12-week-period received one of the following interventions: (1) two phases of intervention with Fast ForWord (R) (FFW, experimental group), (2) two phases of intervention with SuccessMaker (SM, active control group), (3) FFW followed by SM, (4) SM followed by FFW, or (5) no intervention beyond the regular class curriculum (developmental control group). Changes in reading, phonemic awareness, spelling and language skills were assessed via a repeated measures MANOVA. Results indicated significant within-subjects effects (i.e., change for all participants over time), but no between-subject group differences, failing to show that Fast ForWord (R) resulted in any gains over and above those seen in the other groups. (C) 2007 Elsevier Inc. All rights reserved.

引用

页码：83 / 97

页数：15

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