David Messer|Gilly Nash
An evaluation of the effectiveness of a computer?assisted reading intervention
The Open University
background costeffective method address reading delays use computerassisted learning techniques always effective methods evaluated commercially available computer system uses visual mnemonics randomised controlled trial 78 englishspeaking children mean age 7 years schools identified needing reading support schoolbased individual tutorials usually took place 23 timesweek experimental group received intervention first 10 months thereafter experimental control groups received intervention 6 months results 10 months experimental group significantly higher standardised scores waiting list control group decoding phonological awareness naming speed phonological shortterm memory executive loaded working memory conclusions computerassisted intervention effective suggests medium used reading interventions englishspeaking children already known topic comparatively randomised controlled trial evaluations computerbased reading interventions metaanalyses report small positive effect sizes interventions englishspeaking children use visual mnemonics improve reading rarely investigated paper adds findings suggest computerbased interventions englishspeaking struggling readers effective effects extended beyond targeted abilities longer intervention effective shorter one apart spelling mean reading reading related standardised scores children end intervention 100 implications theory policy practice computerbased interventions used support englishspeaking struggling readers effects go beyond targeted abilities use visual mnemonics development intervention programme number years could contributed success role visual mnemonics help struggling readers deserves investigation