European Journal of Special Needs Education (2009)

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

Citation:
Macaruso and Rodman (2009). Benefits of computer-assisted instruction for struggling readers in middle school. European Journal of Special Needs Education, 24, 103–113.

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.
     

 

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