El Baki, MAMAEl BakiOmar, KKOmarAripin, KNBKNBAripinRahman, TSATSARahmanIthnin, MMIthninSyaiful, AASyaifulMohamad, SNSSNSMohamadTengku A. MadeehahMuhammad, TTMuhammad2024-05-292024-05-2920151098-42750031-400510.1542/peds.2014-3330IWOS:000358996400006www.pediatrics.org/cgi/doi/10.1542/peds.2014–3330Ihttps://oarep.usim.edu.my/handle/123456789/11614Dyslexia affects up to 15% ofchildren and is the most prevalent learning disability. Withinformation technology devices being common in theprimary school classroom, advances in computer-basedremedial programs offer potential benefits in helping dys-lexic children improve their reading skills. However, aprevious systematic review (Strong et al 2010) found thatFast ForWord, a commonly used computer-based pro-gram, gave no extra benefit. The objective was to determinewhether computer-based programs provide significant ben-efits beyond traditional remedial programs in dyslexic pri-mary schoolchildren.en-USArticleS6S6135