Effects of a Computer Assisted Intervention in Second Graders with Attention and Literacy Problems

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

Amanda Bostian (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Advisor

Christy M. Walcott

Abstract: Previous research has linked inattention with reading problems. Moreover children with combined reading and attention problems have significantly worse later academic outcomes. Few studies have focused on the effectiveness of computer-assisted interventions for children with reading and attention problems. The purpose of this study was to examine the effects of a computerized early literacy intervention on the on-task behavior and oral reading fluency of three second-graders with teacher- and parent-rated attention problems. A multiple baseline design across participants was utilized in order to examine the intervention effectiveness. Results suggest that the Earobics intervention was effective in increasing oral reading fluency and on-task behavior across participants providing additional evidence to suggest the intervention is effective for increasing reading fluency as well as attention to literacy instruction via computer-assisted program. Limitations and implications of the findings are presented. 

Additional Information

Publication

Thesis

Date: 2011

Keywords

Psychology, Educational psychology, ADHD, Attention, CAI, Computer Programs, Interventions, School Age

Subjects

Attention-deficit-disordered children--Behavior modification--United States

School children--United States

Reading (Elementary)--United States

Literacy--United States

Computer-assisted instruction--United States

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