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

@article{citeulike:3107323, abstract = {The current study was conducted to test the premise that computer-based intervention that targets auditory temporal processing combined with language exercises (Fast ForWord®) 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® (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® resulted in any gains over and above those seen in the other groups.}, author = {Given, Barbara K. and Wasserman, John D. and Chari, Sharmila A. and Beattie, Karen and Eden, Guinevere F.}, citeulike-article-id = {3107323}, citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.bandl.2007.12.001}, citeulike-linkout-1 = {http://www.sciencedirect.com/science/article/B6WC0-4T2KTX8-2/2/f8591d7c8be0efad99c7f5440be11667}, doi = {10.1016/j.bandl.2007.12.001}, journal = {Brain and Language}, keywords = {dyslexia, language, language\_impairment, literacy}, month = {August}, number = {2}, pages = {83--97}, posted-at = {2008-08-11 09:56:01}, priority = {0}, title = {A randomized, controlled study of computer-based intervention in middle school struggling readers}, url = {http://dx.doi.org/10.1016/j.bandl.2007.12.001}, volume = {106}, year = {2008} }

TY - JOUR ID - citeulike:3107323 L3 - citeulike-article-id:3107323 N2 - The current study was conducted to test the premise that computer-based intervention that targets auditory temporal processing combined with language exercises (Fast ForWord®) 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® (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® resulted in any gains over and above those seen in the other groups. IS - 2 JF - Brain and Language EP - 97 TI - A randomized, controlled study of computer-based intervention in middle school struggling readers VL - 106 SP - 83 KW - dyslexia KW - language KW - language_impairment KW - literacy AU - Given, Barbara AU - Wasserman, John AU - Chari, Sharmila AU - Beattie, Karen AU - Eden, Guinevere PY - 2008/08// UR - http://dx.doi.org/10.1016/j.bandl.2007.12.001 ER -