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ERIC Number: EJ1134394
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1068-1752
Emergent Literacy Development and Computer Assisted Instruction
Trotti, Judy; Hendricks, Randy; Bledsoe, Christie
SRATE Journal, v26 n1 p30-39 Win 2017
In this mixed-methods study, researchers examined the literacy development of prekindergarten students (N = 162) randomly placed in one of two treatment groups with each receiving 15 minutes of computer-assisted literacy instruction for four months. Literacy development of a control group of children not receiving computer-assisted instruction was contrasted with the two treatment groups. All children in the study were eligible for free or reduced lunch. Responses from a semi-structured focus group of prekindergarten teachers (N = 5) were analyzed for corroboration. Although all three groups progressed in literacy development, the control group had significantly larger gains (p < 0.01). The effect size was moderate (eta squared = 0.63). Qualitative data supported the use of one computer program over another, but none of the teachers supported daily use of either software treatment.
Southeastern Regional Association of Teacher Educators. Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A