The Efficacy of Computer-Assisted Instruction for Advancing Literacy Skills in Kindergarten Children

Paul Macaruso · Adelaide Walker

111 citations0/0 files storedReading Psychology

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Reading and Literacy Development Early Childhood Education and Development Educational Methods and Media Use

Abstract

We examined the benefits of computer-assisted instruction (CAI) as a supplement to a phonics-based reading curriculum for kindergartners in an urban public school system. The CAI program provides systematic exercises in phonological awareness and letter–sound correspondences. Comparisons were made between children in classes receiving a sufficient amount of CAI support and children in matched classes taught by the same teacher but without CAI. The treatment and control groups did not differ on pretest measures of preliteracy skills. There were, however, significant differences between groups on posttest measures of phonological awareness skills particularly for students with the lowest pretest scores.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 111 citations exist upstream.

References

1998Preventing Reading Difficulties in Young Children 1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction 1987The nature of phonological processing and its causal role in the acquisition of reading skills.2001Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis 1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children 2018Dynamic Indicators of Basic Early Literacy Skills 1991Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?

Cited by

2010The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children 2014ICTs in Kindergarten 2017Elementary school–wide implementation of a blended learning program for reading intervention 2014Using an iPad Application to Promote Early Literacy Development in Young Children With Disabilities

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.