NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ860880
Record Type: Journal
Publication Date: 2010-Jan
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0360-1315
Enhanced Recognition of Written Words and Enjoyment of Reading in Struggling Beginner Readers through Whole-Word Multimedia Software
Karemaker, Arjette; Pitchford, Nicola J.; O'Malley, Claire
Computers & Education, v54 n1 p199-208 Jan 2010
The effectiveness of a reading intervention using the whole-word multimedia software "Oxford Reading Tree (ORT) for Clicker" was compared to a reading intervention using traditional ORT Big Books. Developing literacy skills and attitudes towards learning to read were assessed in a group of 17 struggling beginner readers aged 5-6 years. Each child was given each of the two interventions, and the order of intervention was counterbalanced across the group. Each intervention was integrated into the literacy hour over five consecutive days. Measures of written word recognition, written word naming, phonological awareness and attitudes towards computers were taken before and after each intervention. Significant gains in performance were found following both interventions for all of the literacy measures, but significantly greater gains in written word recognition and enjoyment of instruction were found following the Clicker than Big Book intervention. These results suggest that whole-word multimedia software could be a useful classroom aid for supporting early literacy skills in children who are struggling with learning to read. (Contains 8 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A