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document
[ Effects of computer-assisted practice on reading and spelling in children with learning disabilities ] . The main purpose of this study was to analyze the effects of computer-assisted practice on reading and spelling in children with learning disabilities ( LD ) . We compared three practice conditions , one with reading and two with spelling , in order to test whether computer-based reading and spelling practice has an influence on the development of reading and spelling ability in children with LD . A sample was selected of 85 children with LD , with age range between 8 years and 10 years ( age , M=111.02 , SD=9.6 ) , whose spelling performance was two years below grade level . The participants were randomly assigned to one of four groups : 1 ) Copy the target word from the computer screen ( n=22 ) , 2 ) Memorize the target word and write it from memory ( n=21 ) , 3 ) Word reading ( n=21 ) , and 4 ) the untrained control group ( n=21 ) . We administered measures of pseudoword reading , phonological awareness , phonological word decoding and orthographical word decoding tasks . We examined the learning effects and transfer effects on words classified as a function of length , consistency , and complexity of syllable structure . Overall , the results showed that reading training did not improve spelling ; however , the children who participated in the copy training condition improved their spelling skills .
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Intervention_Educational
computer-assisted practice
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Intervention_Educational
computer-assisted practice on reading and spelling in
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Intervention_Educational
reading
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Intervention_Educational
spelling
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Intervention_Educational
computer-based reading and spelling practice
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Intervention_Educational
1 ) Copy the target word from the computer screen ( n=22 ) , 2 ) Memorize the target word and write it from memory ( n=21 ) , 3 ) Word reading ( n=21 ) , and 4 ) the untrained control group
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Outcome_Mental
reading and spelling
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Outcome_Mental
pseudoword reading , phonological awareness , phonological word decoding and orthographical word decoding tasks .
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Outcome_Mental
learning effects and transfer effects on words classified as a function of length , consistency , and complexity of syllable structure .
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Participant_Condition
children with learning disabilities ( LD
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Participant_Age
85 children with LD , with age range between 8 years and 10 years ( age , M=111.02 , SD=9.6 ) , whose spelling performance was two years below grade level .