A comparison of two computer-assisted remedial reading programs for adolescent unskilled readers : component reading skills and repeated reading

摘要

This study compared the relative effectiveness of twocomputerized remedial reading programs in improving thereading word recognition, rate, and comprehension ofadolescent readers demonstrating significant and longstandingreading difficulties. One of the programsinvolved was Autoskill Component Reading Subskills Program,which provides instruction in isolated letters, syllables,and words, to a point of rapid automatic responding. Thisprogram also incorporates reading disability subtypes inits approach. The second program, Read It Again. Sam,delivers a repeated reading strategy. The study alsoexamined the feasibility of using peer tutors inassociation with these two programs.Grade 9 students at a secondary vocational school whosatisfied specific criteria with respect to cognitive andreading ability participated. Eighteen students wererandomly assigned to three matched groups, based on priorscreening on a battery of reading achievement tests. Two I Igroups received training with one of the computerprograms; the third group acted as a control and receivedthe remedial reading program offered within the regularclassroom. The groups met daily with a trained tutor forapproximately 35 minutes, and were required to accumulatetwenty hours of instruction. At the conclusion of the program, the pretest battery was repeated.No significant differences were found in the treatmenteffects of the two computer groups. Each of the twotreatment groups was able to effect significantly improvedreading word recognition and rate, relative to the controlgroup. Comprehension gains were modest. The treatmentgroups demonstrated a significant gain, relative to thecontrol group, on one of the three comprehension measures;only trends toward a gain were noted on the remaining twomeasures.The tutoring partnership appeared to be a viablealternative for the teacher seeking to provideindividualized computerized remedial programs foradolescent unskilled readers. Both programs took advantageof computer technology in providing individualized drilland practice, instant feedback, and ongoing recordkeeping.With limited cautions, each of these programswas considered effective and practical for use withadolescent unskilled readers.