Effects of the Computer-Based Grapho-Phonological Training Lautarium in Children with Developmental Dyslexia

Abstract

Effects of the Computer-Based Grapho-Phonological Training Lautarium in Children with Developmental Dyslexia The effects of the computer-based training program Lautarium on phonological awareness and literacy skills were investigated in 41 third-grade children with developmental dyslexia who attended special dyslexia classes in a primary school in Saxony, Germany. Based on the proven efficacy of phonics-based instruction, Lautarium combines training of phoneme perception and phonological awareness with training of grapheme-phoneme-relationships and reading and spelling of transparent words. In addition, rapid access from written words to meaning is included. The children of the training group (N = 27) worked through the program during school lessons, 5 times per week for 30 minutes, for a period of 7 weeks. During the training period, the controls (N = 14) received traditional remedial reading instruction, 2-3 times per week, in small groups. Children's performance in phonological awareness, reading, and spelling was assessed at three time points (pretest, immediate posttest, and follow-up after 9 weeks). Pretest scores did not differ between groups. For spelling and subtests of phonological awareness, group comparisons of raw scores at posttest and follow-up including the respective pretest score as covariate confirmed stronger improvements in the training group when compared to the controls. Effect sizes were medium to strong. For reading, improvements did not differ between groups. In both groups, standard scores (T-scores) for reading and spelling increased significantly and substantially across the study period (from pretest to follow-up). The results confirm the efficacy of computer-based training with Lautarium in children with dyslexia, and the efficacy of school-based remedial instruction provided in the dyslexia classes.