You are here:

The Efficacy of Computer-Assisted Instruction for Advancing Literacy Skills in Kindergarten Children
ARTICLE

,

Reading Psychology Volume 29, Number 3, ISSN 0270-2711

Abstract

We examined the benefits of computer-assisted instruction (CAI) as a supplement to a phonics-based reading curriculum for kindergartners in an urban public school system. The CAI program provides systematic exercises in phonological awareness and letter-sound correspondences. Comparisons were made between children in classes receiving a sufficient amount of CAI support and children in matched classes taught by the same teacher but without CAI. The treatment and control groups did not differ on pretest measures of preliteracy skills. There were, however, significant differences between groups on posttest measures of phonological awareness skills particularly for students with the lowest pretest scores. (Contains 2 tables and 1 figure.)

Citation

Macaruso, P. & Walker, A. (2008). The Efficacy of Computer-Assisted Instruction for Advancing Literacy Skills in Kindergarten Children. Reading Psychology, 29(3), 266-287. Retrieved June 9, 2023 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.