Abstract
Because multimedia computer programs may provide promising opportunities for
the training of initial reading and spelling skills, two small-scale pilot studies have
been conducted with a recently-developed program to examine its efficacy and
impact on the motivation of the users. The first study is concerned with the use of the
program in kindergarten children (K2). As there is no curriculum for these children,
a computer program that is fully adaptive may well boost their independence in
learning to read and spell. The main finding in this study was that kindergarten
readers learned in up to 16 hours of computer practice as much as is normally
attained in the first 3 months of formal reading instruction in the classroom. In the
second study, reading-disabled students with low levels of motivation engaged in
computer-based spelling practice. The most important finding in this study was that
the amount of non-task directed behaviour of those who had practised with the
computer significantly decreased during both computer sessions and classroom
sessions. In the discussion the way in which computers can be used most efficiently
for the instruction of reading and spelling is analysed and suggestions for further
research and development are presented.
Original language | English |
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Pages (from-to) | 181-193 |
Journal | Journal of Research in Reading |
Volume | 23 |
DOIs | |
Publication status | Published - 2000 |