Lasting effects on literacy skills with a computer-assisted learning using syllabic units in low-progress readers

Jean Ecalle; Annie Magnan; Caroline Calmus

Computers & Education Vol. 52, No. 3 (April 2009) pp. 554–561

This study examines the effects of a computer-assisted learning (CAL) program in which syllabic units were highlighted inside words in comparison with a CAL program in which the words were not segmented, i.e. one requiring whole word recognition. In ...

Language: English