Evaluation of a Computer-Based Program on the Reading Performance of First Grade Students with Potential for Reading Failure

Abstract

This study investigated the effects of a software-based early reading program on the early reading abilities of first grade students with disabilities or who had potential for reading failure. Balanced reading instruction was the instructional approach because of increasing evidence that effective reading instruction must strike a balance between opportunities to read and write connected text and instruction in word identification (including phonics/decoding instruction). The study included students from inclusive classrooms in six different states and was conducted during the 1998–1999 school year. Students in the experimental group evidenced a wide range of disabilities, but shared a common and identifiable problem with early literacy knowledge and skills. A group of typically-developing students served as the criterion group for the study. The results indicated that all the within-subjects main effects were statistically significant at an alpha of .01, and the test-by-group interactions were statistically significant for all measures except for two subtests. A perspective on the significant gains of the students in the experimental group and the need for additional research of longer duration is discussed.

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