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The purpose of the study was to examine the effects of two different training programs regarding reading skills in 14 reading disabled Swedish children in grade two. Method: The children’s results from two different decoding measures plus identification by teachers as having reading difficulties were used to select the participants. Seven of the children used Omega-IS, which entails computerized top-down, orthographic training and no additional homework, and seven children used non-computerized Reading Recovery inspired training with some components of phonological training included plus 20 homework occasions. For both programs the training sessions were conducted individually (one-to-one teaching) and lasted between 15 and 45 minutes. Results: Both groups improved significantly in all tests assessing word and non-word decoding as a result of the intervention. No significant differences were yielded between the intervention programs. Conclusion: The conclusion is that one-to-one teaching has a positive impact regardless whether a top-down or a reading instructional strategy with phonological components is implemented. Due to the result of the Omega-IS group it might also be possible to reduce homework for reading disabled children if reading is well tutored in school.

The Effects of Two Training Programs Regarding Reading Development among Children with Reading Disabilities