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Individual differences in gains from computer-assisted remedial reading.

B W Wise1, J Ring, R K Olson

  • 1University of Colorado, USA. b_wise@prodigy.net

Journal of Experimental Child Psychology
|October 12, 2000
PubMed
Summary
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Computer-assisted reading programs benefit young students. Explicit phonological training improved phonological skills and untimed word reading, while contextual reading enhanced time-limited word reading for remedial readers.

Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Developmental Psychology

Background:

  • Reading acquisition is complex, involving both phonological processing and contextual understanding.
  • Remedial reading programs aim to improve literacy skills in struggling students.
  • Computer-assisted instruction offers a platform for individualized learning experiences.

Purpose of the Study:

  • To compare the effectiveness of computer-assisted remedial reading programs focusing on accurate, speech-supported reading in context versus explicit phonological training.
  • To investigate the differential impact of these approaches on various reading subskills.
  • To examine how reading proficiency level influences treatment outcomes.

Main Methods:

  • Two hundred second- to fifth-grade students (aged 7–11) participated in a 29-hour computer-assisted remedial reading program.

Related Experiment Videos

  • One group received "accurate-reading-in-context" training (22 hours computer, 7 hours group).
  • The other group received "phonological-analysis" training (7 hours group, divided computer time).

    • Main Results:

    • Phonologically trained students showed greater gains in phonological skills and untimed word reading.
    • Students with more contextual reading practice improved more in time-limited word reading.
    • Lower-level readers benefited more from phonological training than higher-level readers.

    Conclusions:

    • Both contextual reading and phonological training contribute to reading development, with different strengths.
    • Phonological training is particularly beneficial for lower-level readers' decoding abilities.
    • Computer-assisted remedial reading programs can be tailored to address specific skill deficits.