The Efficacy of Computer-Assisted Instruction for Advancing Literacy Skills in Kindergarten Children

Authors: Macaruso, Paul¹; Walker, Adelaide²

Source: Reading Psychology, Volume 29, Number 3, May 2008 , pp. 266-287(22)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

We examined the benefits of computer-assisted instruction (CAI) as a supplement to a phonics-based reading curriculum for kindergartners in an urban public school system. The CAI program provides systematic exercises in phonological awareness and letter-sound correspondences. Comparisons were made between children in classes receiving a sufficient amount of CAI support and children in matched classes taught by the same teacher but without CAI. The treatment and control groups did not differ on pretest measures of preliteracy skills. There were, however, significant differences between groups on posttest measures of phonological awareness skills particularly for students with the lowest pretest scores.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/02702710801982019

Affiliations: 1: Community College of Rhode Island, Lincoln, Rhode Island, USA 2: Harvard Graduate School of Education, Cambridge, Massachusettes, USA

Publication date: 2008-05-01

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