Computerized trainings in four groups of struggling readers: Specific effects on word reading and comprehension - Archive ouverte HAL Accéder directement au contenu
Article Dans Une Revue Research in Developmental Disabilities Année : 2015

Computerized trainings in four groups of struggling readers: Specific effects on word reading and comprehension

Résumé

Four groups of poor readers were identified among a population of students with learning disabilities attending a special class in secondary school: normal readers; specific poor decoders; specific poor comprehenders, and general poor readers (deficits in both decoding and comprehension). These students were then trained with a software program designed to encourage either their word decoding skills or their text comprehension skills. After 5 weeks of training, we observed that the students experiencing word reading deficits and trained with the decoding software improved primarily in the reading fluency task while those exhibiting comprehension deficits and trained with the comprehension software showed improved performance in listening and reading comprehension. But interestingly, the latter software also led to improved performance on the word recognition task. This result suggests that, for these students, training interventions focused at the text level and its comprehension might be more beneficial for reading in general (i.e., for the two components of reading) than word-level decoding trainings.

Domaines

Psychologie
Fichier non déposé

Dates et versions

hal-02338669 , version 1 (30-10-2019)

Identifiants

Citer

Anna Potocki, Annie Magnan, Jean Ecalle. Computerized trainings in four groups of struggling readers: Specific effects on word reading and comprehension. Research in Developmental Disabilities, 2015, 45-46, pp.83-92. ⟨10.1016/j.ridd.2015.07.016⟩. ⟨hal-02338669⟩
34 Consultations
0 Téléchargements

Altmetric

Partager

Gmail Facebook X LinkedIn More