ArticleFrontiers in psychology2022
An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed, 10 citations in OpenAlex.
- Unsupervised Machine Learning in the Evaluation of Telerehabilitation Interventions for Reading Fluency.International journal of telerehabilitation · 2026Article
- From Policies to Practices: Factors Related to the Use of Inclusive Practices in Portugal.European journal of investigation in health, psychology and education · 2023Article
Corrections and comments
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Authors and funding
7 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In the last decade, ICT-based interventions for developing reading skills in children with reading disabilities have become increasingly popular. This study had three goals: (a) to assess the existence of gains in word reading, oral reading fluency and listening comprehension after a Tier 2 intervention using the digital tool "I'm still learning," which was delivered partially in a remote modality during the COVID-19 pandemic; (b) to investigate whether the gains depended on the students' gender, the number of sessions attended and the interventionist; and (c) to investigate parents' perceptions about the suitability and perceived effects of the intervention. A single group design with pre-test and post-test was used. The intervention was delivered to second graders (
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