This study involved the analysis of the complex interactions that take place between tutors and preschool children using a computer during early literacy tutoring sessions. Eight five-year-old pre- and early-readers attending a childcare centre participated in daily 20-minute tutoring sessions for two weeks. The literacy software (a beta version) was especially designed to guide tutors while working one-on-one with elementary school students falling into the lower 30% of reading achievement (i.e., at-risk).
The purpose of this study was to examine the impact of five variables that are believed to predict rate of learning to read for second grade students. Rate of reading acquisition was investigated through examining students' early literacy growth trajectories. The variables that were examined were (a) research-based fluency instruction, (b) verbal and nonverbal intelligence, (c) phonological awareness, (d) alphabetic understanding, and (e) initial oral reading fluency.
Because multimedia computer programs may provide promising opportunities for the training of initial reading and spelling skills, 2 pilot study programs were conducted with a recently developed program to examine its efficacy and impact on the motivation of the users.
In 2000, National Reading Panelists (NRP) reported that computer delivered reading instruction has potential for promoting the reading skills of students at-risk for reading failure. However, panelists also noted a scarcity of data present in the literature on the effects of computer-based reading instruction. This preliminary investigation examined the effects of two parent implemented computer-based reading programs on the reading skills of 25 students at-risk for reading failure/difficulties/disabilities in grades K, 1, & 2.
In August 2000, the Chicago Public Schools and Cognitive Concepts, Inc. (CCI) completed a pilot study to evaluate the effectiveness of CCI's Earobics in improving Chicago Public School students' reading and writing performance. The study involved more than 12,000 students in 458 classrooms ranging from preschool through third grade. Comprehensive analysis of pre- and post-test results showed that students in all grades achieved dramatic, statistically significant gains in the full range of phonological awareness skills, spelling and decoding.
Funded by the U.S. Department of Education's Office of Special Education Programs (OSEP), LitTECH Outreach was a 3-year technology-based preschool literacy project conducted by staff at the Center for Best Practices in Early Childhood, a research and development division of the College of Education and Human Services at Western Illinois University. The major goal of LitTECH was to link the results of effective emergent literacy technology research to early childhood practice, thereby improving emergent literacy practices for young children with disabilities.
The Fast ForWord® READING Series products increase processing efficiency and build critical reading skills so school districts get the most from their existing instructional approach. No other reading intervention program offers a more scientifically proven approach to helping students quickly improve reading comprehension skills. Instant feedback and engaging exercises help motivate students to achieve success in school.