Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties
Forné, Susanna (Universitat Autònoma de Barcelona. Departament de Psiquiatria i de Medicina Legal)
López Sala, Anna (Hospital Sant Joan de Déu (Manresa))
Mateu-Estivill, Roger (Universitat de Barcelona. Departament de Psicologia Clínica i Psicobiologia)
Adán Puig, Ana (Universitat de Barcelona. Institut de Neurociències)
Caldú, Xavier (Universitat de Barcelona. Institut de Neurociències)
Rifà-Ros, Xavier (Institut d'Investigació Biomèdica de Bellvitge)
Serra-Grabulosa, Josep M. (Universitat de Barcelona. Institut de Neurociències)

Data:	2022
Resum:	In the last years, there has been a big effort to identify risk factors for reading difficulties and to develop new methodologies to help struggling readers. It has been shown that early intervention is more successful than late intervention, and that intensive training programs can benefit children with reading difficulties. The aim of our study is to investigate the effectiveness of an intensive computerized phonological training program designed to improve reading performance in a sample of children with reading difficulties at the early stages of their reading learning process. Thirty-two children with reading difficulties were randomly assigned to one of the two intervention groups: RDIR (children with reading difficulties following a computerized intensive remediation strategy) (n = 20) (7. 01 ± 0. 69 years), focused on training phonemic awareness, decoding and reading fluency through the computational training; and RDOR (children with reading difficulties following an ordinary remediation strategy) (n = 12) (6. 92 ± 0. 82 years), which consisted of a reinforcement of reading with a traditional training approach at school. Normal readers (NR) were assigned to the control group (n = 24) (7. 32 ± 0. 66 years). Our results indicate that both the RDIR and RDOR groups showed an increased reading performance after the intervention. However, children in the RDIR group showed a stronger benefit than the children in the RDOR group, whose improvement was weaker. The control group did not show significant changes in reading performance during the same period. In conclusion, results suggest that intensive early intervention based on phonics training is an effective strategy to remediate reading difficulties, and that it can be used at school as the first approach to tackle such difficulties.
Ajuts:	Ministerio de Economía y Competitividad PSI2013-47216-P
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Reading difficulties ; Remediation ; Dyslexia ; Computerized intervention ; Phonological training ; Early readers
Publicat a:	International journal of environmental research and public health, Vol. 19 (september 2022) , ISSN 1660-4601

DOI: 10.3390/ijerph191811526
PMID: 36141796

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