Reading Psychology (2011)

 

This journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions. All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees. 
 

Efficacy of computer-assisted instruction for the development of early literacy skills in young children

Macaruso, P., Rodman, A.
 

Abstract

This study examined the efficacy of using computer-assisted instruction (CAI) to supplement a phonics-based reading curriculum for preschoolers in an urban public school system. The CAI programs provided exercises in phonological awareness and basic phonics skills. We compared treatment classes using CAI with control classes receiving the same classroom instruction without CAI. For preschoolers, the treatment group made significantly greater gains than controls in phonological awareness. Overall, preschoolers benefited from intensive practice provided by CAI programs.


Key Findings and Implications

  • Preschool students using Lexia Reading made significantly greater gains than the control group on the Group Reading Assessment and Diagnostic Evaluation (GRADE) Level P, used to assess phonological awareness, visual skills, conceptual knowledge, and listening comprehension.  The greatest gains were made in phonological awareness. [Macaruso, P., & Rodman, A. (2011). Efficacy of computer-assisted instruction for the development of early literacy skills in young children. Reading Psychology, 32, 172–196.]
     
  
 



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