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Direct linkSara Evans; Christopher H. Skinner; Kimberly Wolbers; Sherry Mee Bell; Cheryl Shahan – Journal of Applied Behavior Analysis, 2024
Multiple-baseline-across-word-sets designs were used to determine whether a computer-based intervention would enhance accurate word signing with four participants. Each participant was a hearing college student with reading disorders. Learning trials included 3 s to observe printed words on the screen and a video model performing the sign twice…
Descriptors: Reading Difficulties, Intervention, Sign Language, College Students
Marianne Rice; Florina Erbeli; Kausalai Wijekumar – Intervention in School and Clinic, 2024
Phonemic awareness is a key building block for later reading and spelling development. Students at risk for reading difficulties may have difficulties with phonemic awareness and need additional instruction or intervention to develop these skills. This column discusses evidence-based phonemic awareness instruction and the implementation of…
Descriptors: Phonemic Awareness, Evidence Based Practice, Reading Difficulties, Intervention
Xueye Yan; Peng Peng; Yuting Liu – Grantee Submission, 2024
Mayer (2017, 2020) proposed three major design features of computer-assisted instructions (CAI) within the Cognitive Theory of Multimedia Learning: reducing extraneous processing (i.e., excluding irrelevant content), managing essential processing (i.e., focusing on the complex but essential learning materials), and fostering generative processing…
Descriptors: Computer Assisted Instruction, Reading Instruction, Instructional Design, Reading Difficulties
Maria Vender; Denis Delfitto – Annals of Dyslexia, 2025
While developmental dyslexia has been extensively studied in children, research on adults is still rather limited. This paper aims to bridge the gap in existing research by presenting the findings of a study that examined the reading and spelling skills of adults with dyslexia and assessed the effectiveness of a linguistic intervention designed to…
Descriptors: Foreign Countries, Dyslexia, Reading Difficulties, Spelling
Download full textDouglas D. Ready; Sierra G. McCormick; Rebecca J. Shmoys – Annenberg Institute for School Reform at Brown University, 2024
This paper describes a 12-week cluster randomized controlled trial that examined the efficacy of BookNook, a virtual tutoring platform focused on reading. Cohorts of first- through fourth-grade students attending six Rocketship public charter schools in Northern California were randomly assigned within grades to receive BookNook. Intent-to-Treat…
Descriptors: Computer Assisted Instruction, Instructional Effectiveness, Tutoring, Reading Achievement
Sekhar S. Pindiprolu; David Forbush – Journal of Educational Technology Systems, 2024
Learning to read is an essential skill for later academic success, positive self-esteem, and gainful employment. Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school. Recent data suggests that many students in today's schools do not become skilled…
Descriptors: Computer Assisted Instruction, Reading Skills, At Risk Students, Summer Programs
