Effectiveness of a Computer Literacy Intervention for Young Children with Attention and Reading Problems

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

Katie McDuffy (Creator)

Institution

East Carolina University (ECU )

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

Abstract: An adverse relationship between inattention and literacy has been documented in the research literature. This relationship appears to be pervasive and detrimental, leading many inattentive children to fall significantly behind their peers in reading achievement. However, research on interventions for children with early attention and early reading problems is sparse. A few studies, though, have highlighted the potential of Computer-Assisted Intervention (CAI) for this population, likely because its format is interactive and engaging. The current study tested the effectiveness of a literacy-based CAI, Earobics® Step 1 interactive software, with three first grade children who were rated by their teachers as having attention and reading problems. It was hypothesized that the Earobics® intervention would improve the participants' oral reading fluency, phoneme segmentation fluency, and attention to task. The intervention was implemented in the school setting with each participant for 20 minutes 4 days a week for 4 weeks. A multiple baseline across participants design was used to determine intervention effectiveness. Reading progress was monitored using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) oral reading fluency and phoneme segmentation fluency probes twice a week, and attention to task was monitored twice a week using systematic direct observation. Results indicate that all participants increased their oral reading fluency, phoneme segmentation fluency, and attention to task after the Earobics® intervention was implemented compared to baseline functioning. Given the multiple baseline across participants design, it can be conclusively determined that the Earobics® intervention was effective in improving the participants' oral reading fluency while it cannot be confirmed that the Earobics® intervention was responsible for the increases in phoneme segmentation fluency and attention to task. A graphical depiction of the results across subjects is presented, and the implications of the findings are discussed.

Additional Information

Publication

Thesis

Language: English

Date: 2010

Email this document to