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Training of component reading skills

  • Part IV Studies, Comparisons, And Cases
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Abstract

Fifteen reading-disabled boys, classified according to reading subskill deficits, formed three subgroups: Oral Reading, Associative, and Sequential. On the rationale that training procedures emphasizing accuracy and speed of response to letters, syllables, and words would improve reading skills, the children were trained daily for two and one-half months. Two schedules of testing and training allowed for an untrained control group and a follow-up group. The results indicated that the computer-assisted training procedures were not only effective in improving component reading skills, but in addition there was a transfer of training to achievement measures of reading word recognition. This study lends support to the hypothesis that training according to subgroup classification, using training procedures which incorporate an application of the automaticity theory and a combination of task-analytic and process-oriented models, is an effective training approach for reading-disabled children.

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Authors and Affiliations

  1. Royal Ottawa Hospital, Ottawa, Canada

    Christina A. M. Fiedorowicz

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  1. Christina A. M. Fiedorowicz
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This research was funded by a grant from the Toronto Hospital for Sick Children Foundation, Toronto, Canada, and a scholarship from the Natural Science and Engineering Research Council, Ottawa, Canada.

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Fiedorowicz, C.A.M. Training of component reading skills. Annals of Dyslexia 36, 318–334 (1986). https://doi.org/10.1007/BF02648037

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