Word-Recognition Training: Computer Versus Tutor

Authors: Lewandowski, Lawrence; Begeny, John; Rogers, Cynthia

Source: Reading and Writing Quarterly, Volume 22, Number 4, October-December 2006 , pp. 395-410(16)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

The effects of tutor- or computer-assisted word recognition were assessed in a sample of third grade children. At pre-test, students' reading accuracy and fluency were evaluated on a training word list, generalization word list, and reading passages. Students were then randomly assigned to one of three group conditions—control (students practiced word lists alone), tutor-assisted, and computer-assisted—and given three training sessions. Results indicated that students practicing alone did not improve fluency, whereas both tutor- and computer-assisted groups significantly improved reading speed and accuracy on the trained list and reading fluency on some passages. Students who received word recognition training via a computer performed as well as students who received individualized tutoring. Importantly, the computer-assisted instruction required little teacher time or supervision.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/10573560500455786

Affiliations: 1: Syracuse University, Syracuse, New York, USA

Publication date: 2006-10-01

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