This study investigated the benefits of computer-assisted instruction (CAI) for middle-school students attending remedial reading classes. As a supplement to a strong language-based reading curriculum, a CAI programme that works on strengthening phonics word identification skills was provided to students in the treatment group. These students were…

This article first examines recent theoretical and empirical research on reading development and instruction in English-speaking countries. Then, a study is described that examines the effects of a synthetic phonics-emphasis Direct Instruction remedial reading program on the phonological processes of students, with teacher-identified serious…

Examines effectiveness of three different reading interventions in reading disabled second and third graders. Compares growth in phonological and orthographic processing and word reading. Finds the most significant mediator of intervention effects was initial differences in phonological and orthographic processing skills. Concludes that synthetic…

The Dyslexia Training Program, a remedial reading program derived from Orton-Gillingham methods, embodies principles of structured phonetic instruction, drill and repetition, and multisensory methodology. Following the two-year program, dyslexic students (N=22) demonstrated significantly higher reading recognition and comprehension than a control…