{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,18]],"date-time":"2026-08-18T00:40:26Z","timestamp":1787013626452,"version":"build-2736575974"},"reference-count":35,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2018,4,24]],"date-time":"2018-04-24T00:00:00Z","timestamp":1524528000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp;amp; Comm Disor"],"published-print":{"date-parts":[[2019,3]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Fluent word reading is a key characteristic of skilled reading, yet most children with reading disorders have impaired word\u2010reading skills. Previous research has demonstrated that multi\u2010component interventions targeting phonemic awareness and the alphabetic principle are effective for children with reading disorders. However, about 25% of children fail to respond to these interventions. While it has been difficult to isolate the active ingredient, the findings of some studies suggest that tasks targeting phonological recoding and orthographic processing are essential elements in improving decoding.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Aims<\/jats:title>\n                    <jats:p>To develop and evaluate an intervention that specifically targets phonological recoding and orthographic processing (a decoding intervention) for children with persistent word\u2010reading impairment.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods &amp; Procedures<\/jats:title>\n                    <jats:p>A single\u2010subject crossover design with multiple treatments was used to examine the efficacy of the decoding intervention (15 \u00d7 20\u2010min sessions) compared with a language intervention that controlled for individual therapy time. Eight children (aged 7:6\u20138:11 years) with persistent word\u2010reading impairment were randomly assigned to one of two intervention sequences. The effect of the decoding intervention was evaluated by (1) changes in decoding accuracy measured by performance on researcher\u2010developed non\u2010word lists; and (2) generalization to other standardized measures of reading.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Outcomes &amp; Results<\/jats:title>\n                    <jats:p>The results showed that all participants demonstrated significant gains in non\u2010word reading on researcher\u2010developed non\u2010word lists and standardized measures of non\u2010word\u2010reading accuracy and efficiency. Trends for improvement on standardized measures of word\u2010reading efficiency, text\u2010reading accuracy and reading comprehension were observed.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions &amp; Implications<\/jats:title>\n                    <jats:p>This decoding intervention significantly improved non\u2010word decoding skills in all participants who had not responded to previous reading interventions. As such, it may be an efficient adjunct to the first stage of reading interventions for this population. The relative lack of generalization to other word\u2010reading skills may have been due to the nature of the outcome measures, the short intervention time and\/or additional delays in participant orthographic processing skills.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/1460-6984.12388","type":"journal-article","created":{"date-parts":[[2018,4,25]],"date-time":"2018-04-25T02:01:49Z","timestamp":1524621709000},"page":"189-202","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":10,"title":["<i>WordDriver\u20101<\/i>\n                    : evaluating the efficacy of an app\u2010supported decoding intervention for children with reading impairment"],"prefix":"10.1111","volume":"54","author":[{"given":"Antonette","family":"Seiler","sequence":"first","affiliation":[{"name":"School of Occupational Therapy, Social Work and Speech Pathology Curtin University  Perth WA Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Suze","family":"Leit\u00e3o","sequence":"additional","affiliation":[{"name":"School of Occupational Therapy, Social Work and Speech Pathology Curtin University  Perth WA Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mara","family":"Blosfelds","sequence":"additional","affiliation":[{"name":"School of Psychology Curtin University  Perth WA Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2018,4,24]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.1044\/0161-1461(2011\/10-0085)"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1017\/S0142716411000403"},{"key":"e_1_2_8_4_1","author":"Atkin N.","year":"1996","journal-title":"Articulation Survey"},{"key":"e_1_2_8_5_1","doi-asserted-by":"publisher","DOI":"10.1177\/0731948717714446"},{"key":"e_1_2_8_6_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11065-006-9013-7"},{"key":"e_1_2_8_7_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jecp.2005.06.005"},{"key":"e_1_2_8_8_1","doi-asserted-by":"publisher","DOI":"10.1080\/19404158.2012.717537"},{"key":"e_1_2_8_9_1","doi-asserted-by":"publisher","DOI":"10.1080\/19404150609546803"},{"key":"e_1_2_8_10_1","doi-asserted-by":"publisher","DOI":"10.1080\/13603110600574322"},{"key":"e_1_2_8_11_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jecp.2006.03.008"},{"key":"e_1_2_8_12_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0022-0965(02)00008-5"},{"key":"e_1_2_8_13_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0032581"},{"key":"e_1_2_8_14_1","doi-asserted-by":"publisher","DOI":"10.1207\/s1532799xssr0902_4"},{"key":"e_1_2_8_15_1","doi-asserted-by":"crossref","first-page":"235","DOI":"10.1017\/S0142716403000134","article-title":"Nonword reading across orthographies: how flexible is the choice of reading units","volume":"24","author":"Goswami U.","year":"2003","journal-title":"Applied Psycholinguistics"},{"key":"e_1_2_8_16_1","doi-asserted-by":"publisher","DOI":"10.1177\/074193258600700104"},{"key":"e_1_2_8_17_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.324"},{"key":"e_1_2_8_18_1","doi-asserted-by":"publisher","DOI":"10.1080\/19388070902875173"},{"key":"e_1_2_8_19_1","doi-asserted-by":"publisher","DOI":"10.1207\/S1532799XSSR0701_05"},{"key":"e_1_2_8_20_1","volume-title":"Teaching Children to Read. 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