European Journal of Special Needs Education (2009)

The European Journal of Special Needs Education reflects the dynamic growth of the theory and practice of special needs education as it is emerging worldwide. Written for teachers and researchers it provides a forum for reporting and reviewing scholarly research and significant developments in the field of special educational needs. Each issue includes contributions from a variety of different countries dealing with special needs at all levels of education from primary to adult. 

 

Benefits of computer‐assisted instruction for struggling readers in middle school

Paul Macaruso & Alyson Rodman
 

Abstract

This study investigated the benefits of computer‐assisted instruction (CAI) for middle‐school students attending remedial reading classes. As a supplement to a strong language‐based reading curriculum, a CAI programme that works on strengthening phonics word identification skills was provided to students in the treatment group. These students were compared with control students taught by the same teacher but without CAI support. Students in the treatment group showed greater reading gains than control students. Group differences in gain scores were significant in the area of decoding skills. These results show that a skills‐based CAI programme can boost decoding for struggling readers in middle school.

 

Key Findings

  • Students in the Lexia group made significant gains relative to a control group on the Word Attack subtest, from the Woodcock-Johnson® III Tests of Achievement. [Macaruso and Rodman (2009). Benefits of computer-assisted instruction for struggling readers in middle school. European Journal of Special Needs Education, 24, 103–113.]