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Reading acquisition by implementing a multimedia intervention strategy for fifty children with autism or other learning and communication disabilities

Författare och institution:
Tomas Tjus (Psykologiska institutionen); Mikael Heimann (-); K E Nelson (-)
Publicerad i:
Journal of Cognitive and Behavioral Psychotherapies, ( 2 ) s. 203-221
Artikel, refereegranskad vetenskaplig
Sammanfattning (abstract):
This study reports on the effect of teaching fifty children using a specially developed multimedia program for computers combined with verbal and social interactions with the children's teachers. Five groups of children (mean chronological age = 9:6 years, mental age = 7:10; and language age = 5:7) participated, children who had or were at risk for learning and language difficulties; autism, dyslexia, hearing impairment, children with deficits in attention, motor control and perception, and cerebral palsy with mental retardation. The aim was to maximise the opportunities for exploring literacy and language structures through different modes. All children used the program in addition to their ordinary reading and language training. A quasi-experimental design that included measures of reading during baseline, treatment, and follow-up periods was used throughout the study. Most children significantly increased their reading gain from baseline to treatment but the clearest gain was noted for the group of children with autism. It is concluded that a strategy that combines a motivating multimedia program with focused interactions with the teacher might improve the reading development in children with various learning disabilities.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Autism, cerebral palsy, dyslexia, learning disabilities, communication, literacy, computers
Postens nummer:
Posten skapad:
2006-07-04 13:30
Posten ändrad:
2011-01-20 10:01

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