The effects of computer technology in assisting the development of literacy in young struggling readers and spellers

European Journal of Special Needs Education

Volumn 20, Issue 1, 2005, Pages 21-40

  Fasting, Rolf B ^a   Lyster, Solveig Alma Halaas ^a  

^a UNIVERSITY OF OSLO   (Norway)

Author keywords

Computer assisted reading; Reading intervention; Remediation of reading

Indexed keywords

ANALYSIS OF VARIANCE; ARTICLE; COGNITION; COMPUTER ANALYSIS; COMPUTER PROGRAM; CONTROLLED STUDY; DATA ANALYSIS; DYSLEXIA; FEMALE; FOLLOW UP; HUMAN; HUMAN COMPUTER INTERACTION; MAJOR CLINICAL STUDY; MALE; MOTOR PERFORMANCE; PREDICTION; PRIORITY JOURNAL; READING; SCHOOL CHILD; SCORING SYSTEM;

EID: 13544254611     PISSN: 08856257     EISSN: None     Source Type: Journal    
DOI: 10.1080/0885625042000319061     Document Type: Article

References (47)

1. British Dyslexia Association (1998) The British Dyslexia Association handbook (London, BDA).
2. Caravolas, M., Hulme, C. & Snowling, M. J. (2001) The foundation of spelling ability: evidence from a 3-year longitudinal study, Journal of Memory and Language, 45, 751-774.
3. Cohen, J., Cohen, P., West, S. G. & Aiken, L. G. (2003) Applied multiple regression/correlation analyses for the behaviour sciences (3rd edn) (Mahwah, NJ, Lawrence Erlbaum).
4. Cunningham, A. E. & Stanovich, K. E. (1998) What reading does for the mind, American Educator, 22(1-2), 8-15.
5. Dyson, M. C. & Kipping, G. J. (1998) Exploring the effect of layout on reading from screen, in: R. D. Hersch, J. André & H. Brown (Eds) Electronic documents, artistic imaging and digital typography. EP '98 and RIDT '98 Conferences (Berlin, Springer-Verlag ), 294-304.
6. Dyson, M. C. & Haselgrove, M. (2001) The influence of reading speed and line length on the effectiveness of reading from screen, International Journal of Human Computer Studies, 54(4), 585-612.
7. Ehri, L. C. (1997) Learning to read and learning to spell are one and the same, almost, in: C. Perfetti, L. Rieben & M. Fayol (Eds) Learning to spell: research, theory and practice (Mahwah, NJ, Erlbaum), 237-269.
8. Ehri, L. C. (1998) Grapheme-phoneme knowledge is essential for learning to read words in English, in: J. Metsala & L. Ehrl (Eds) Word recognition in beginning literacy (Mahwah, NJ, Erlbaum), 3-40.
9. Frith, U. (1985) Beneath the surface of developmental dyslexia, in: K. Patterson, M. Coltheart & J. Marshall (Eds) Surface dyslexia: neuropsychological and cognitive studies of phonological reading (London, Erlbaum).
10. Gall, M. D., Borg, W. R. & Gall, J. P. (1996) Educational research: an introduction (6th edn) (New York, Longman).
11. Goodman, K. (1967) Reading: a psycholinguistic guessing game, Journal of the Reading Specialist, 6(1), 126-136.
12. Grossen, M. & Pochon, L.-O. (1997) Interactional perspectives on the use of the computer and on the technological development of a new tool: the case of word processing, in: L. Resnick, R. Säljö, C. Pontecorvo & B. Burge (Eds) Discourse, tools, and reasoning (New York, Springer).
13. Harrell, W. (1999) Effective monitor display design, International Journal of Instructional Media, 26(4), 447-458.
14. Hatcher, P. J., Hulme, C. & Ellis, A. W. (1994) Ameliorating early reading failure by integrating the teaching of reading and phonological skills: the phonological linkage hypothesis, Child Development, 65(1), 41-57.
15. Hecker, L., Burns, L., Katz, L., Elkind, J. & Elkind, K. (2002) Benefits of assistive reading software for students with attention disorders, Annals of Dyslexia, 52, 243-272.
16. Leong, C. K. (1995) Effects of on-line reading and simultaneous DECtalk auding in helping below-average and poor readers comprehend and summarize text, Learning Disability Quarterly, 18, 101-116.
17. Levy, B. A. (2001) Moving to the bottom, in: M. Wolf (Ed.) Dyslexia, fluency and the brain (Timonium, York Press), 357-382.
18. Lie, S., Kjænsli, M., Roe, A. & Turmo, A. (2001) Godt Rusta for fremtida [Equipped for the future] (OECD-PISA) (Oslo, Institutt for Lærerutdanning og Skoleutvikling).
19. Lundberg, I. (1995) The computer as a tool of remediation in the education of students with reading disabilities: a theory-based approach, Learning Disability Quarterly, 18, 89-99.
20. Lyon, G. R. (1995) Towards a definition of dyslexia, Annals of Dyslexia, 45(1), 3-27.
21. Martin-Chang, S. & Levy, B. A. (2003) Contextual facilitation and fluency of transfer: evidence from good and poor, and average readers, paper presented at SSSR Conference, Boulder, CO, June.
22. Mercer, N. (1995) The guided construction of knowledge. Talk among teachers and learners (Clevedon, Multilingual Matters).
23. Murphy, P. K., Long, J., Holleran, T. & Esterly, E. (2000) Persuasion online or on paper: a new take on an old issue, in: C. S. Sperl (Ed.). Changing knowledge and changing beliefs: an examination of academic development, epistemology, and persuasion (Washington, DC, American Psychological Association).
24. National Reading Panel (NRP) (2000) Teaching children to read, National Reading Panel. NIH, DHHS, Washington, DC, US Government Printing Office.
25. Nicholson, T. (1991) Do children read words better in context or in lists? A classic study revisited, Journal of Educational Psychology, 83(4), 444-450.
26. Nielsen, J., Reiner, S., Poulson, A. & Søegaard, A. (1986-1995) SL60: Setningsleseprøve [Test of silent sentence reading] (Norwegian edn) (Stavanger, Centre for Reading Research).
27. Oloffson, Å. (1985) Phonemic awareness and learning to read: A longitudinal and quasi-experimental study. Doctoral dissertation, University of Umeå, Department of Psychology.
28. Oloffson, Å. (1992) Synthetic-speech and computer aided reading for reading disabled children, Reading and Writing, an Interdisciplinary Journal, 4(1), 165-178.
29. Raven, J. C., Court, J. H. & Raven, J. (1983) Manual for Raven standard progressive matrices and vocabulary scales (Oxford, Psychologists Press).
30. Siegel, L. S. (1992) An evaluation of the discrepancy definition of dyslexia, Journal of Learning Disabilities, 25(10), 618-629.
31. Sivertsen, R. (1983) Kartleggingsprøve i rettskrivning [Screening of spelling] (Brandbu, Materiellservice).
32. Skårbrevik, K. (2002) Gender differences among students found eligible for special education, European Journal of Special Needs Education, 17(2), 97-107.
33. Søegård, A. & Bording Petersen, P. S. (1974) OS-400-Ordstillelœsingsprøve [Test of silent word reading] (Norwegian edn) (Stavanger, Lærerhøgskole, and Køobenhavn, Dansk Psykologisk Forlag).
34. Stanovich, K. E. (1986) The Matthew effects in reading: some consequences of individual differences in the acquisition of literacy, Reading Research Quarterly, 21, 360-407.
35. Tabachnick, B. G. & Fidell, L. S. (2001) Using multivariate statistics (4th edn) (Boston, MA, Allyn & Bacon).
36. Torgesen, J. K., Rashotte, C. A. & Alexander, A. W. (2001) Principles of fluency instruction in reading: relationships with established empirical outcomes, in: M. Wolf (Ed.) Dyslexia, fluency and the brain (Annapolis, MD, York Press).
37. Torgesen, J. K., Wagner, R. K. & Rashotte, C. A. (1997) Prevention and remediation of severe reading disabilities: keeping the end in mind, Scientific Studies of Reading, 1, 217-234.
38. Undheim, J. O. (1978) Manual for Wechsler Intelligence scale for children - Revised (New York, Psychological Corporation).
39. Van Daal, V. H. P. & Reitsma, P. (2000) Computer-assisted learning to read and spell: results from two pilot studies, Journal of Research in Reading, 23(2), 181-193.
40. Vygotsky, L. S. (1978) Mind and society (Cambridge, MA, Harvard University Press).
41. Vygotsky, L. S. (1986/34) Thought and language (Cambridge, MA, MIT Press).
42. Waker, S. & Reynolds, L. (2000) Screen design for children's reading: some key issues, Journal of Reading Research in Reading, 23(2), 224-234.
43. Wechsler, D. (1974) Wechsler Intelligence scale for children - Revised (New York, Psychological Corporation).
44. Wilkins, A. J., Lewis, E., Smith, F., Rowland, E. & Tweedie, W. (2001) Coloured overlays and their benefit for reading, Journal of Reading Research in Reading, 24(1), 44-64.
45. Wimmer, H., Mayringer, H. & Landerl, K. (2000) The double-deficit hypothesis and difficulties in learning to read a regular orthography, Journal of Educational Psychology, 4, 668-680.
46. Wise, B. & Olson, R. K. (1994) Computer speech and remediation of reading and spelling problems, Journal of Special Education Technology, 12, 207-220.
47. Wise, B., Ring, J. & Olson, R. K. (2000) Individual differences in gains from computer-assisted remedial reading, Journal of Experimental Child Psychology, 77, 197-235.