Abstract:
This study compared the relative effectiveness of two
computerized remedial reading programs in improving the
reading word recognition, rate, and comprehension of
adolescent readers demonstrating significant and longstanding
reading difficulties. One of the programs
involved was Autoskill Component Reading Subskills Program,
which provides instruction in isolated letters, syllables,
and words, to a point of rapid automatic responding. This
program also incorporates reading disability subtypes in
its approach. The second program, Read It Again. Sam,
delivers a repeated reading strategy. The study also
examined the feasibility of using peer tutors in
association with these two programs.
Grade 9 students at a secondary vocational school who
satisfied specific criteria with respect to cognitive and
reading ability participated. Eighteen students were
randomly assigned to three matched groups, based on prior
screening on a battery of reading achievement tests. Two I I
groups received training with one of the computer
programs; the third group acted as a control and received
the remedial reading program offered within the regular
classroom. The groups met daily with a trained tutor for
approximately 35 minutes, and were required to accumulate
twenty hours of instruction. At the conclusion of the program, the pretest battery was repeated.
No significant differences were found in the treatment
effects of the two computer groups. Each of the two
treatment groups was able to effect significantly improved
reading word recognition and rate, relative to the control
group. Comprehension gains were modest. The treatment
groups demonstrated a significant gain, relative to the
control group, on one of the three comprehension measures;
only trends toward a gain were noted on the remaining two
measures.
The tutoring partnership appeared to be a viable
alternative for the teacher seeking to provide
individualized computerized remedial programs for
adolescent unskilled readers. Both programs took advantage
of computer technology in providing individualized drill
and practice, instant feedback, and ongoing recordkeeping.
With limited cautions, each of these programs
was considered effective and practical for use with
adolescent unskilled readers.
