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

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Reading Psychology Volume 32, Number 2, ISSN 0270-2711

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.)

Citation

Macaruso, P. & Rodman, A. (2011). Efficacy of Computer-Assisted Instruction for the Development of Early Literacy Skills in Young Children. Reading Psychology, 32(2), 172-196. Retrieved December 6, 2022 from .

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