The effects of computer-assisted instruction on number combination skill in at-risk first graders

The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples.     

Language variables related to reading ability of children with verbal deficits

This study examined verbal reception and verbal mediation skills of children with low verbal/high performance WISC profiles. Of specific interest was the identification of possible sources of language impairment and the relationship between language variables and reading achievement. Eighty-five children in second through fifth grades (ages 8–11) with low verbal/high performance WISC profiles were evaluated, using cognitive tasks requiring verbal reception or verbal mediation strategies without requiring vocal responses. The results support the use of a verbal mediation hypothesis in the diagnostic evaluation of children with verbal deficit. Verbal mediation skills appear to be closely associated with reading ability, while the verbal reception task provided little useful diagnostic information for verbally deficient children.     

Correction to: The treatment adherence of paraprofessional behavior training programs: a systematic literature review

European Journal of Psychology of Education - The professionalization of paraprofessionals through training is elemental in providing supports to students with disabilities. Through a systematic...