Computer-assisted Remedial Instruction Structured to reduce Dyslexia in children

the study is a remedial instruction strategy to improve reading ability of children with developmental dyslexia, strategy belongs to Structured Literacy category which align resources, knowledge, programs and standard explicit practices in a systematic and progressive way, the proposal include Testing Effect and some practices from PhAB/DI and WIST. The study report the first part of the project, a test to detect Developmental Dyslexia in order to detect children who do fit the strategy, every test consist in a set of tests and its relationships, the purpose is to use the results as first input of the software system and a continuous support the strategy on two axis, axis one: will help in the monitoring and sequential tracking of lessons and tests, in order to maintain systematic control. Axis two: will keep a statistical model of development for every children, this model is based on classical reading models (Dual-Route model of Coltheart and the theory Double Deficit of Wolf) and data from the tracking of lessons and tests, model will mirror the development model of reading process and will make recommendation to tutors about any observation of development of reading process. The methodology give a brief and useful account of participant’s profiles. The findings of this study are very similar to previous research studies on remedial training, show smooth tendencies but do not show clear relationships between variables, the early evaluation of the software system support was considered as a solid support of strategy and the continuous evaluations along with the strategy in a diagnostic-intervention approach was considered as a viable and functional strategy.