The Added Learning Value of Computer-based Instruction of Early Reading Skills in Preschool Children at High Risk for Learning Disabilities

This study examined the unique contribution of computer-based instruction compared with more conventional modes of instruction (i.e., teacher instruction with textbooks) to early reading skills acquisition, as well as the effects of specific features of computer technology on early reading skills performance. Forty-six pre-school children (aged 5-6), at high risk for learning disabilities, participated in the study. They were assigned to one of three study groups which received different treatments: Group 1 (n=16) received instruction in reading by means of a special reading program which included both printed and computer-based materials; Group 2 (n=15) learned only with the printed materials of the special reading program; Group 3 (n=15) served as control group and was given only the regular special education program without special training in reading. Three dependent variables were defined, i.e. children’s phonological awareness, word recognition and letter recognition skills measured prior and after the treatment. Results clearly indicated that children at high risk for learning disabilities who received the reading intervention program with computer materials improved significantly in their phonological awareness, word recognition, and letter naming skills relative to their peers who received a reading intervention program with printed-only materials (without a computer) and those who receive no formal reading intervention program. The results are discussed in detail, with reference to the features of the computer-based materials that contributed to the acquisition of critical early reading skills. (