The learning value of computer-based instruction of early reading skills

This study examined the unique contribution of computer‐based instruction when compared with more conventional modes of instruction (i.e. teacher instruction with textbooks) to early reading skills acquisition, as well as the effects of specific features of computer technology on early reading skill...

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Bibliographic Details
Published in:Journal of computer assisted learning 2000-03, Vol.16 (1), p.54-63
Main Authors: Mioduser, D., Tur-Kaspa, H., Leitner, I.
Format: Article
Language:English
Subjects:
Biological and medical sciences
Computer
Computer Assisted Instruction
Control group
Control Groups
Early Reading
Educational Practices
Educational psychology
Fundamental and applied biological sciences. Psychology
Instruction
Literacy
Longitudinal Studies
Pre-school
Preschool Teachers
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Reading
Reading Programs
Reading Skills
Special education
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Summary:This study examined the unique contribution of computer‐based instruction when compared with more conventional modes of instruction (i.e. teacher instruction with textbooks) to early reading skills acquisition, as well as the effects of specific features of computer technology on early reading skills performance. Forty‐six pre‐school children (aged 5–6), at high risk for learning disabilities, participated in the study. They were assigned to one of three study groups that received different treatments. Three dependent variables were defined, i.e. children's phonological awareness, word recognition and letter recognition skills measured prior and after the treatment. Results clearly indicated that children at high risk who received the reading intervention program with computer materials significantly improved their phonological awareness, word recognition, and letter naming skills relative to their peers who received a reading intervention program with only printed materials and those who received no formal reading intervention program. The results are discussed in detail, with reference to the features of the computer‐based materials that contributed to the acquisition of critical early reading skills.
ISSN:0266-4909
1365-2729
DOI:10.1046/j.1365-2729.2000.00115.x