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Accelerating Decoding-Related Skills in Poor Readers Learning a Foreign Language: A Computer-Based Intervention
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Björn, Piia Maria; Leppänen, Paavo H. T. – Educational Psychology, 2013
The results of Fast ForWord® training on English decoding-related skills were examined. Finnish fifth-grade students were identified as having reading fluency problems and poor skills in English as a foreign language learned at school and were randomly assigned to either a training group (TRG) or a control group. The TRG ("n"?=?13)…
Descriptors: Foreign Countries, Decoding (Reading), English (Second Language), Second Language Instruction
Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial with Poor Readers from Second and Third Grade
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Heikkilä, Riikka; Aro, Mikko; Närhi, Vesa; Westerholm, Jari; Ahonen, Timo – Scientific Studies of Reading, 2013
Repeated reading of infrequent syllables has been shown to increase reading speed at the word level in a transparent orthography. This study confirms these results with a computer-based training method and extends them by comparing the training effects of short syllables and long frequent and infrequent syllables, controlling for rapid automatized…
Descriptors: Foreign Countries, Syllables, Reading Instruction, Recognition (Psychology)
Predicting Word-Level Reading Fluency Outcomes in Three Contrastive Groups: Remedial and Computer-Assisted Remedial Reading Intervention, and Mainstream Instruction
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Saine, Nina L.; Lerkkanen, Marja-Kristiina; Ahonen, Timo; Tolvanen, Asko; Lyytinen, Heikki – Learning and Individual Differences, 2010
The aim of the longitudinal intervention study was to build a model of predictive values of reading fluency in three contrastive reading groups: remedial and computer-assisted remedial reading intervention, and mainstream instruction, to identify the most effective type of intervention for children with different profiles of compromised…
Descriptors: Reading Difficulties, Intervention, Remedial Reading, Reading Fluency
Integrating CD-ROM, Literacy and Writing into Vocational Education.
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Mahlamaki-Kultanen, Seija; Kallio, Leena – 2000
Research was conducted to develop learning environments based on CD-ROM and printed material specifically for vocational secondary students with reading and writing difficulties. Parties to the action research were Austria, the United Kingdom, Portugal, and Finland. Finnish partners concentrated on learning environments that would diversify and…
Descriptors: Action Research, Cognitive Mapping, Computer Assisted Instruction, Developed Nations