The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties

Autor/inn/en	Winn, Tiffany; Miller, Julia; van Steenbrugge, Willem
Titel	The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties
Quelle	In: Australian Journal of Teacher Education, 45 (2020) 12, S.1-23, Artikel 1 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Phonemic Awareness; Phonological Awareness; Decoding (Reading); Word Recognition; Sight Vocabulary; Reading Skills; Reading Difficulties; Remedial Reading; Instructional Effectiveness; Courseware; Computer Assisted Instruction; Game Based Learning; Multisensory Learning; Elementary School Students; Age Groups; Children; Reading Tests; Graphemes; Foreign Countries; Australia; Test of Word Reading Efficiency + Suchen Sie Ihr Suchwort? Dekodierung; Worterkennung; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Leseförderung; Unterrichtserfolg; Lernsoftware; Computer based training; Computerunterstützter Unterricht; Sensorische Stimulation; Age grop; Altersgruppe; Child; Kind; Kinder; Lesetest; Ausland; Australien
Abstract	This paper addresses a gap in research regarding the efficacy of software programs to help children with reading difficulties. Forty-two children aged 5-13 years identified as poor readers participated in a study over twelve weeks using ReadingDoctor, a software program targeting phonemic awareness, orthographic-phonemic mappings, decoding ability and sight word recognition. Measures were taken using the Sutherland Phonological Awareness Test - Revised (SPAT-R), the Test of Word Reading Efficiency (TOWRE), and the graphemes and decoding subtests of the Phonological Awareness Test 2 (PAT-2). A quasi-experimental one group study with three multiple baseline measures was used. The dependent variables/measures were assessed seven times over a period of 32 weeks, allowing the research to be completed in the school-allocated timeframe. Significant improvements were found on all three measures of phonological/phonemic awareness and word-reading efficiency. These improvements were maintained when assessed three months later, during which time the software program was not used. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01