ERIC Number: EJ1030128
Record Type: Journal
Publication Date: 2014
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1537-7903
EISSN: N/A
Effectiveness of a Computer-Assisted Intervention for Young Children with Attention and Reading Problems
Walcott, Christy M.; Marett, Katherine; Hessel, Amanda B.
Journal of Applied School Psychology, v30 n2 p83-106 2014
Children who are significantly inattentive and poor early readers require intervention, and traditional tutoring approaches may not be effective with this group. Using a single-subject, multiple-baseline-across-participants design, Study 1 examines whether a computer-assisted reading intervention increases performance for three first-grade children with teacher-rated inattention and early reading problems. Study 2 replicates this intervention using three second-grade students. The independent variable was an evidence-based computer-assisted intervention (Earobics). Dependent variables were oral reading fluency, phoneme segmentation, and attention-to-task. Results provide evidence of reading gains, suggesting moderate size effects. For all, attention-to-task was higher during the computer-assisted intervention than during small-group reading instruction. Implications for practice and future research are discussed. The use of computer-assisted interventions for children who are inattentive and poor early readers may be an effective solution to improve reading performance.
Descriptors: Reading Difficulties, Intervention, Reading Improvement, Computer Assisted Instruction, Grade 1, Elementary School Students, Grade 2, Phonemes, Oral Reading, Reading Fluency, Reading Instruction, Small Group Instruction, Instructional Effectiveness, Time on Task, Teaching Methods
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Grade 2; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A