Individual Differences in Gains from Computer-Assisted Remedial Reading.

Wise, Barbara W.; Ring, Jeremiah; Olson, Richard K.

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Peer reviewed

ERIC Number: EJ618647

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0965

EISSN: N/A

Available Date: N/A

Individual Differences in Gains from Computer-Assisted Remedial Reading.

Wise, Barbara W.; Ring, Jeremiah; Olson, Richard K.

Journal of Experimental Child Psychology, v77 n3 p197-235 Nov 2000

Compared effects of a computer-assisted remedial reading program providing speech-supported reading in context with or without explicit phonological training. Found that phonologically trained second to fifth graders gained more in phonological skills and untimed word reading than untrained children. Children with more contextual reading gained more in time-limited word reading. Lower level readers benefited more than higher level readers. (Author/KB)

Descriptors: Comparative Analysis, Computer Assisted Instruction, Computer Uses in Education, Educational Technology, Elementary School Students, Individual Differences, Learning Disabilities, Performance Factors, Reading Ability, Reading Difficulties, Teaching Methods

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/80940

IES Cited: ED508796

Author Affiliations: N/A