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An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic
In the last decade, ICT-based interventions for developing reading skills in children with reading disabilities have become increasingly popular. This study had three goals: (a) to assess the existence of gains in word reading, oral reading fluency and listening comprehension after a Tier 2 interven...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9120957/ https://www.ncbi.nlm.nih.gov/pubmed/35602717 http://dx.doi.org/10.3389/fpsyg.2022.862383 |
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author | Cadime, Irene Ribeiro, Iolanda Cruz, Joana Cosme, Maria do Céu Meira, Diana Viana, Fernanda Leopoldina Santos, Sandra |
author_facet | Cadime, Irene Ribeiro, Iolanda Cruz, Joana Cosme, Maria do Céu Meira, Diana Viana, Fernanda Leopoldina Santos, Sandra |
author_sort | Cadime, Irene |
collection | PubMed |
description | In the last decade, ICT-based interventions for developing reading skills in children with reading disabilities have become increasingly popular. This study had three goals: (a) to assess the existence of gains in word reading, oral reading fluency and listening comprehension after a Tier 2 intervention using the digital tool “I’m still learning,” which was delivered partially in a remote modality during the COVID-19 pandemic; (b) to investigate whether the gains depended on the students’ gender, the number of sessions attended and the interventionist; and (c) to investigate parents’ perceptions about the suitability and perceived effects of the intervention. A single group design with pre-test and post-test was used. The intervention was delivered to second graders (N = 81) flagged as being at-risk for reading disabilities in a universal screening. The analyses showed significant gains in all three outcome variables after the intervention. The gains did not depend on students’ gender, number of intervention sessions attended or interventionist. Parents’ perceptions of the remote intervention were positive. The study findings highlight the potentialities of using technology-based interventions to foster reading skills and suggest that these may be especially useful during lockdowns. |
format | Online Article Text |
id | pubmed-9120957 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-91209572022-05-21 An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic Cadime, Irene Ribeiro, Iolanda Cruz, Joana Cosme, Maria do Céu Meira, Diana Viana, Fernanda Leopoldina Santos, Sandra Front Psychol Psychology In the last decade, ICT-based interventions for developing reading skills in children with reading disabilities have become increasingly popular. This study had three goals: (a) to assess the existence of gains in word reading, oral reading fluency and listening comprehension after a Tier 2 intervention using the digital tool “I’m still learning,” which was delivered partially in a remote modality during the COVID-19 pandemic; (b) to investigate whether the gains depended on the students’ gender, the number of sessions attended and the interventionist; and (c) to investigate parents’ perceptions about the suitability and perceived effects of the intervention. A single group design with pre-test and post-test was used. The intervention was delivered to second graders (N = 81) flagged as being at-risk for reading disabilities in a universal screening. The analyses showed significant gains in all three outcome variables after the intervention. The gains did not depend on students’ gender, number of intervention sessions attended or interventionist. Parents’ perceptions of the remote intervention were positive. The study findings highlight the potentialities of using technology-based interventions to foster reading skills and suggest that these may be especially useful during lockdowns. Frontiers Media S.A. 2022-05-06 /pmc/articles/PMC9120957/ /pubmed/35602717 http://dx.doi.org/10.3389/fpsyg.2022.862383 Text en Copyright © 2022 Cadime, Ribeiro, Cruz, Cosme, Meira, Viana and Santos. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Cadime, Irene Ribeiro, Iolanda Cruz, Joana Cosme, Maria do Céu Meira, Diana Viana, Fernanda Leopoldina Santos, Sandra An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic |
title | An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic |
title_full | An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic |
title_fullStr | An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic |
title_full_unstemmed | An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic |
title_short | An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic |
title_sort | intervention in reading disabilities using a digital tool during the covid-19 pandemic |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9120957/ https://www.ncbi.nlm.nih.gov/pubmed/35602717 http://dx.doi.org/10.3389/fpsyg.2022.862383 |
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