ERIC Number: EJ1099524
Record Type: Journal
Publication Date: 2016-Jun
Abstractor: As Provided
Reference Count: 58
Is Computer-Aided Instruction an Effective Tier-One Intervention for Kindergarten Students at Risk for Reading Failure in an Applied Setting?
Kreskey, Donna DeVaughn; Truscott, Stephen D.
Contemporary School Psychology, v20 n2 p142-151 Jun 2016
This study investigated the use of computer-aided instruction (CAI) as an intervention for kindergarten students at risk for reading failure. Headsprout Early Reading (Headsprout 2005), a type of CAI, provides internet-based, reading instruction incorporating the critical components of reading instruction cited by the National Reading Panel (NRP 2000). A group of kindergarteners identified as at risk for reading failure based on fall Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores participated in Headsprout as a tier-one standard protocol, intervention within a response to intervention (RTI) process. The spring DIBELS scores of these students were compared with the scores of a matched group of kindergarten students who did not participate in CAI. Overall, kindergarteners who participated in CAI did not improve their reading performance significantly more than students who did not participate in CAI. Implications for practice and future research are discussed.
Descriptors: Computer Assisted Instruction, Instructional Effectiveness, Intervention, Kindergarten, At Risk Students, Reading Failure, Reading Programs, Reading Instruction, Emergent Literacy, Elementary School Students, Reading Tests, Reading Fluency, Scores, Reading Improvement, Student Participation, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)