The Efficacy of Computer-Assisted Instruction for Advancing Literacy Skills in Kindergarten Children

Abstract

We examined the benefits of computer-assisted instruction (CAI) as a supplement to a phonics-based reading curriculum for kindergartners in an urban public school system. The CAI program provides systematic exercises in phonological awareness and letter–sound correspondences. Comparisons were made between children in classes receiving a sufficient amount of CAI support and children in matched classes taught by the same teacher but without CAI. The treatment and control groups did not differ on pretest measures of preliteracy skills. There were, however, significant differences between groups on posttest measures of phonological awareness skills particularly for students with the lowest pretest scores.

Acknowledgement

We extend our appreciation to the administrators, kindergarten teachers, technical support staff, and participating children in the Revere Public Schools. Special thanks go to Dr. Paul Dakin, Superintendent of Schools, and Dr. Grace Marie Greeno, Director of Literacy and Title I Programs. We would also like to thank Robert McCabe and Alyson Rodman at Lexia Learning Systems and Pamela Hook at the MGH Institute of Health Professions.