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.
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
