The effects of computer software for developing phonological awareness in low-progress readers

Examines the effectiveness of two computer programs designed to increase phonological awareness in young children. Finds that at-risk or struggling children who received computer-administered phonological awareness instruction and children who received teacher-delivered phonological awareness instruction showed a significant increase in phonological processing over that of the instructional technology control group. Reading.

Author: 
Mitchell, M.J., & Fox, B.J.
Year: 
2001
Source: 
Reading Research and Instruction, Vol. 40 (4), 315-332
Type: 
Related Research
Content Area: 
reading
Grade Level: 
birth to preschool
early elementary
intermediate elementary
IDEA Disability Category: 
autism
emotional disturbance
major-other health impairment
specific learning disability
speech or language impairment
Instructional Support: 
opportunities to learn concepts
practice and reinforcement activities