Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17807
Title: 
Authors: 
Keywords: 
Earobics©: specific language
Phonological awareness
Word reading
Evidence-based intervention
Issue Date: 
2013
Publisher: 
Policy and Leadership Studies (PLS) Academic Group, National Institute of Education, Singapore
Citation: 
PLS Working Papers Series, No. 5, pp 1-19
Series/Report no.: 
PLS Working Papers Series;5
Abstract: 
Reading is an important outcome leading
to academic success in life. Young
children with undetected phonological
processing deficits; difficulties in naming
letters, poor vocabulary and poor
recognition of sight words and who do not
benefit from early literacy intervention are
disadvantaged. Recent developments see
the rapid rise in using technology as a
powerful tool in helping early literacy
learners in reading and writing skills.
The authors find it timely thus to
undertake a localized investigation on the
effects of using computer-based
intervention to support young children
identified with reading difficulties. This
exploratory study included the selection of
thirty (30) participants from the Learning
Support Programme (LSP) especially
designed to cater to students with reading
difficulties. The experimental intervention uses Earobics©; an interactive software
programme in addition to the current LSP
programme.
URI: 
ISSN: 
2239-5249
Appears in Collections:Working Papers

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