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[Promoting reading and spelling in children with computer programs].

R Castell1, A Le Pair, U M Amon

  • 1Abteilung für Kinder- und Jugendpsychiatrie, Friedrich-Alexander-Universität Erlangen-Nürnberg.

Zeitschrift Fur Kinder- Und Jugendpsychiatrie Und Psychotherapie
|December 5, 2000
PubMed
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Computer-assisted instruction improved reading skills for some students after one month. Further school instruction showed sustained reading gains but limited impact on spelling for most children.

Area of Science:

  • Educational Technology
  • Cognitive Psychology

Background:

  • Traditional literacy instruction methods can be enhanced with digital tools.
  • Computer programs offer interactive platforms for skill development.

Purpose of the Study:

  • To evaluate the effectiveness of specific computer programs on reading and spelling skills.
  • To assess the long-term impact of computer-assisted instruction compared to traditional schooling.

Main Methods:

  • Sixteen students participated in a one-month training period using Budenberg 1, Budenberg 2, and Comles Package software.
  • Participants engaged in 1000 minutes of computer-based literacy training.
  • Reading and spelling test scores were measured before and after the intervention, with follow-up assessments.

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Main Results:

  • After one month, seven out of 16 students showed improvement in reading scores.
  • Three students with initially poor performance demonstrated gains in spelling scores.
  • Follow-up assessments after 3.5 months of school instruction indicated sustained reading improvements in nine students, with minimal effect on spelling for the majority.

Conclusions:

  • Computer programs can positively impact reading skills in students.
  • The benefits for spelling skills appear limited, particularly for students not starting with poor performance.
  • Sustained reading gains suggest potential long-term advantages of targeted computer interventions.