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ERIC Number: EJ860205
Record Type: Journal
Publication Date: 2009-Nov
Pages: 20
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-0141-0423
Using Computer-Aided Instruction to Support the Systematic Practice of Phonological Skills in Beginning Readers
Wild, Mary
Journal of Research in Reading, v32 n4 p413-432 Nov 2009
The paper reports the results of a randomised control trial investigating the use of computer-aided instruction (CAI) for practising phonological awareness skills with beginning readers. Two intervention groups followed the same phonological awareness programme: one group undertook practice exercises using a computer and the other group undertook practice exercises using a paper-based format. A third, control group, experienced a practical maths programme, with no explicit literacy or CAI components. Children in all three groups were pre- and post-tested on phonological skills and their ability to apply those skills. Statistical analysis indicated a significant learning advantage accruing to children in the computer-based group compared with the other groups, particularly in relation to phonological awareness with a modest but significant effect size detected. The advantage was apparent but less strong for the orthographic application of their phonological skills. Analysis by gender indicated that girls in the computer group made more progress than boys.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A