The effects of tutor- or computer-assisted word recognition were assessed in a sample of third grade children. At pre-test, students' reading accuracy and fluency were evaluated on a training word list, generalization word list, and reading passages. Students were then randomly assigned to one of three group conditions—control (students practiced word lists alone), tutor-assisted, and computer-assisted—and given three training sessions. Results indicated that students practicing alone did not improve fluency, whereas both tutor- and computer-assisted groups significantly improved reading speed and accuracy on the trained list and reading fluency on some passages. Students who received word recognition training via a computer performed as well as students who received individualized tutoring. Importantly, the computer-assisted instruction required little teacher time or supervision.
ASJC Scopus subject areas
- Linguistics and Language