Efficacy of Computer-Assisted Instruction for the Development of Early Literacy Skills in Young Children

Autor/inn/en	Macaruso, Paul; Rodman, Alyson
Titel	Efficacy of Computer-Assisted Instruction for the Development of Early Literacy Skills in Young Children
Quelle	In: Reading Psychology, 32 (2011) 2, S.172-196 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Phonics; Computer Assisted Instruction; Phonological Awareness; Scores; Emergent Literacy; Reading Instruction; Educational Technology; Reading Skills; Young Children; Instructional Effectiveness; Urban Schools; Preschool Children; Kindergarten; Teaching Methods; Comparative Analysis; Pretests Posttests; Student Evaluation; Listening Skills; Phoneme Grapheme Correspondence; Rhyme; Word Recognition; Massachusetts + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Frühleseunterricht; Leseunterricht; Unterrichtsmedien; Reading skill; Lesefertigkeit; Frühe Kindheit; Unterrichtserfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Reim; Worterkennung; Master-Studiengang
Abstract	Two studies examined the efficacy of using computer-assisted instruction (CAI) to supplement a phonics-based reading curriculum for preschoolers and kindergartners 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. For kindergartners, treatment students with low pretest scores made significantly greater gains than controls, particularly in word reading. Overall, preschoolers and low-performing kindergartners benefited from intensive practice provided by CAI programs. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10