An evaluation of the effectiveness of a computer‐assisted reading intervention. (20th February 2017)

• Record Type: Journal Article
• Authors: Messer, David; Nash, Gilly
• Is Part Of: Journal of research in reading. Volume 41:Number 1(2018)
• Page Start: 140
• Page End: 158
• Publication Date: 2017-02-20
• Subjects: Reading -- Research -- Periodicals; Reading -- Periodicals; 418.4
• DOI: 10.1111/1467-9817.12107
• Languages: English
• ISSNs: 0141-0423

Abstract

Abstract : Background: A cost‐effective method to address reading delays is to use computer‐assisted learning, but these techniques are not always effective. Methods: We evaluated a commercially available computer system that uses visual mnemonics, in a randomised controlled trial with 78 English‐speaking children (mean age 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. What is already known about this topic There are comparatively few randomised controlled trial evaluations of computer‐based reading interventions. Meta‐analyses report small positive effect sizes for such interventions with English‐speaking children. The use of visual mnemonics to improve reading has rarely been investigated. What this paper adds The findings suggest that computer‐based interventions for English‐speaking, struggling readers can be effective. The effects extended beyond the targeted abilities, and a longer intervention was more effective than a shorter one. Apart from spelling, the mean reading and reading related standardised scores for children at the end of the intervention were above or just below 100. Implications for theory, policy or practice Computer‐based interventions can be used to support English‐speaking, struggling readers, and their effects can go beyond targeted abilities. The use of visual mnemonics and the development of the intervention programme over a number of years could have contributed to this success. The role of visual mnemonics as a help for struggling readers deserves further investigation.