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Information Processing Approach

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...

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Related Experiment Video

Updated: May 6, 2026

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

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Brief exposure to a self-paced computer-based reading programme and how it impacts reading ability and behaviour

J Antony Hughes¹, Gordon Phillips, Phil Reed

¹Department of Psychology, Swansea University, Swansea, United Kingdom.

|November 14, 2013

Summary

A computer program improved reading skills in boys with reading difficulties by seven months. This phonetic intervention also reduced behavioral problems in children, though it did not impact spelling or math abilities.

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Area of Science:

Educational Psychology
Developmental Psychology
Cognitive Science

Background:

Foundational literacy skills are crucial for future adult success.
Early identification and intervention for reading difficulties are essential.
Targeted interventions aim to improve reading, spelling, and mathematical abilities in children.

Purpose of the Study:

To evaluate the efficacy of a self-paced computer program focused on phonetic ability for children with reading problems.
To assess the program's impact on reading, spelling, mathematics, and behavioral outcomes.
To compare the computer-based intervention with a classroom-based reading intervention.

Main Methods:

Children with reading problems participated in either a computer program or a classroom intervention.
Intervention involved 3 weekly 40-minute sessions over six weeks.
Assessments included reading, spelling, mathematics, and behavioral problems (externalizing and internalizing) before and after the intervention.

Main Results:

The computer program significantly improved reading abilities in boys by approximately seven months, but not in girls.
No significant impact was observed on spelling or mathematics abilities for either gender.
Children in the computer program group showed a reduction in externalizing and internalizing behavior problems compared to the control group.

Conclusions:

Brief, self-paced phonetic computer-based teaching can yield benefits for reading and behavior in children with reading difficulties.
The intervention demonstrated a gender-specific effect on reading improvement.
Further research may explore optimizing computer-based interventions for diverse learning needs and outcomes.