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An evaluation of the effectiveness of a computer-assisted reading intervention

Messer, David and Nash, Gilly (2018). An evaluation of the effectiveness of a computer-assisted reading intervention. Journal of Research in Reading, 41(1) pp. 140–158.

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Background. A cost-effective method to address reading delays is to use computer-assisted learning, but these are not always effective.

Methods. We evaluated a commercially available computer system which uses visual mnemonics, in a randomised controlled trial with 78 English speaking children (mean age 7;7 years) who their schools identified as needing reading support. School based individual tutorials usually took place 2-3 times/week. Only the experimental group received the intervention in the first 10 months, thereafter both the experimental and control groups received the intervention for 6 months.

Results. After 10 months the experimental group had significantly higher standardised scores than the waiting list control group of decoding, phonological awareness, naming speed, phonological short-term memory and executive loaded working memory.

Conclusions. The computer-assisted intervention was effective and this suggests that this medium can be used for reading interventions with English speaking children.

Item Type: Journal Item
Copyright Holders: 2017 UKLA
ISSN: 0141-0423
Project Funding Details:
Funded Project NameProject IDFunding Body
Evaluation of Easyreadn/aOxford Learning SOlutions
Keywords: reading difficulties; dyslexia; technology; RCT; easyread; children
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 48260
Depositing User: David Messer
Date Deposited: 21 Feb 2017 09:46
Last Modified: 18 May 2018 10:45
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