Curtin University Homepage
  • Library
  • Help
    • Admin

    espace - Curtin’s institutional repository

    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item

    WordDriver-1: Evaluating the efficacy of an app-supported decoding intervention for children with reading impairment

    Access Status
    Fulltext not available
    Authors
    Seiler, A.
    Leitao, Suze
    Blosfelds, M.
    Date
    2018
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Seiler, A. and Leitao, S. and Blosfelds, M. 2018. WordDriver-1: Evaluating the efficacy of an app-supported decoding intervention for children with reading impairment. International Journal of Language & Communication Disorders.
    Source Title
    International Journal of Language & Communication Disorders
    DOI
    10.1111/1460-6984.12388
    ISSN
    1368-2822
    School
    School of Occ Therapy, Social Work and Speech Path
    URI
    http://hdl.handle.net/20.500.11937/66558
    Collection
    • Curtin Research Publications
    Abstract

    © 2018 Royal College of Speech and Language Therapists. Background: Fluent word reading is a key characteristic of skilled reading, yet most children with reading disorders have impaired word-reading skills. Previous research has demonstrated that multi-component interventions targeting phonemic awareness and the alphabetic principle are effective for children with reading disorders. However, about 25% of children fail to respond to these interventions. While it has been difficult to isolate the active ingredient, the findings of some studies suggest that tasks targeting phonological recoding and orthographic processing are essential elements in improving decoding. Aims: To develop and evaluate an intervention that specifically targets phonological recoding and orthographic processing (a decoding intervention) for children with persistent word-reading impairment. Methods & Procedures: A single-subject crossover design with multiple treatments was used to examine the efficacy of the decoding intervention (15 × 20-min sessions) compared with a language intervention that controlled for individual therapy time. Eight children (aged 7:6-8:11 years) with persistent word-reading impairment were randomly assigned to one of two intervention sequences. The effect of the decoding intervention was evaluated by (1) changes in decoding accuracy measured by performance on researcher-developed non-word lists; and (2) generalization to other standardized measures of reading. Outcomes & Results: The results showed that all participants demonstrated significant gains in non-word reading on researcher-developed non-word lists and standardized measures of non-word-reading accuracy and efficiency. Trends for improvement on standardized measures of word-reading efficiency, text-reading accuracy and reading comprehension were observed. Conclusions & Implications: This decoding intervention significantly improved non-word decoding skills in all participants who had not responded to previous reading interventions. As such, it may be an efficient adjunct to the first stage of reading interventions for this population. The relative lack of generalization to other word-reading skills may have been due to the nature of the outcome measures, the short intervention time and/or additional delays in participant orthographic processing skills.

    Related items

    Showing items related by title, author, creator and subject.

    • The effectiveness of a computer supported intervention targeting orthographic processing and phonological recoding for children with impaired word identification
      Seiler, Toni; Leitão, Suze; Blosfelds, Mara (2013)
      This study investigated the effectiveness of a computer-supported intervention targeting orthographic processing and phonological recoding for word identification skills. Participants were three children (aged 7–8 years) ...
    • The relationship between phonological short-term memory, receptive vocabulary, and fast mapping in children with specific language impairment
      Jackson, E.; Leitao, Suze; Claessen, Mary (2015)
      © 2015 Royal College of Speech and Language Therapists. Background: Children with specific language impairment (SLI) often experience word-learning difficulties, which are suggested to originate in the early stage of word ...
    • Word learning and verbal working memory in children with developmental language disorder
      Jackson, Emily ; Leitão, S.; Claessen, Mary ; Boyes, Mark (2021)
      Background and aims: Previous research into word learning in children with developmental language disorder (DLD) indicates that the learning of word forms and meanings, rather than form-referent links, is problematic. ...
    Advanced search

    Browse

    Communities & CollectionsIssue DateAuthorTitleSubjectDocument TypeThis CollectionIssue DateAuthorTitleSubjectDocument Type

    My Account

    Admin

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Follow Curtin

    • 
    • 
    • 
    • 
    • 

    CRICOS Provider Code: 00301JABN: 99 143 842 569TEQSA: PRV12158

    Copyright | Disclaimer | Privacy statement | Accessibility

    Curtin would like to pay respect to the Aboriginal and Torres Strait Islander members of our community by acknowledging the traditional owners of the land on which the Perth campus is located, the Whadjuk people of the Nyungar Nation; and on our Kalgoorlie campus, the Wongutha people of the North-Eastern Goldfields.