Accelerating decoding-related skills in poor readers learning a foreign language: a computer-based intervention

Abstract

The results of Fast ForWord® training on English decoding-related skills were examined. Finnish fifth-grade students were identified as having reading fluency problems and poor skills in English as a foreign language learned at school and were randomly assigned to either a training group (TRG) or a control group. The TRG (n = 13) received 50 min of daily computer program-based training for a period of approximately 10 weeks. Students in the first control group (n = 11) received the school’s regular instructional programme. A second control group was composed of 14 average readers. The students’ English skills were examined in pre-test, post-test and follow-up measurements. The TRG students saw an acceleration in decoding-related skills. The educational implications of the results are discussed.