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Ehri, L. C., Nunes, S. R., Willows, D. M., Valeska Schuster, B., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 250-287. doi:10.1598/RRQ.36.3.2

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• TITLE: The Effects of Two Training Programs Regarding Reading Development among Children with Reading Disabilities

  AUTHORS: Linda Fälth, Idor Svensson, Tomas Tjus

  KEYWORDS: Children, Intervention, Reading and Writing Disabilities

  JOURNAL NAME: Psychology, Vol.2 No.3, July 2, 2011

  ABSTRACT: The purpose of the study was to examine the effects of two different training programs regarding reading skills in 14 reading disabled Swedish children in grade two. Method: The children’s results from two different decoding measures plus identification by teachers as having reading difficulties were used to select the participants. Seven of the children used Omega-IS, which entails computerized top-down, orthographic training and no additional homework, and seven children used non-computerized Reading Recovery inspired training with some components of phonological training included plus 20 homework occasions. For both programs the training sessions were conducted individually (one-to-one teaching) and lasted between 15 and 45 minutes. Results: Both groups improved significantly in all tests assessing word and non-word decoding as a result of the intervention. No significant differences were yielded between the intervention programs. Conclusion: The conclusion is that one-to-one teaching has a positive impact regardless whether a top-down or a reading instructional strategy with phonological components is implemented. Due to the result of the Omega-IS group it might also be possible to reduce homework for reading disabled children if reading is well tutored in school.