Effective Instruction for Persisting Dyslexia in Upper Grades: Adding Hope Stories and Computer Coding to Explicit...

Area of Science:

• Cognitive Psychology
• Educational Technology
• Developmental Psychology

Background:

• Dyslexia impacts word reading and spelling, persisting despite early interventions.
• Targeted instruction in subword, word, and syntax skills is crucial for dyslexia treatment.
• Computerized interventions offer a novel approach to address these persistent challenges.

Purpose of the Study:

• To evaluate the effectiveness of a computerized reading and writing intervention for children with persistent dyslexia.
• To assess improvements in phonological, orthographic, morphological coding, and syntax skills.
• To investigate the impact of computer coding activities on attention and self-efficacy in dyslexic learners.

Main Methods:

• 14 children (grades 4-6) with persistent dyslexia received 12 weekly computerized sessions.
• Intervention included handwriting, word/sentence skills, reading comprehension strategies, and introductory computer coding.
• Pre- and post-intervention assessments measured reading, spelling, handwriting, syntax, and cognitive skills.

Main Results:

• Significant improvements were observed in word decoding, spelling, handwriting, and syntax skills.
• Reading comprehension, orthographic/morphological coding, and inhibition (focused attention) also showed significant gains.
• Students demonstrated improved self-efficacy and sustained attention after computer coding activities were integrated.

Conclusions:

• Computerized instruction effectively addresses core deficits in dyslexia, including reading, spelling, and syntax.
• Integrating computer coding enhances cognitive skills like attention and fosters self-efficacy in students with dyslexia.
• This multimodal approach offers a promising avenue for supporting students with persistent learning challenges.