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)
East Carolina University (ECU )
Web Site: http://www.ecu.edu/lib/
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

Date: 2011
Psychology, Educational psychology, ADHD, Attention, CAI, Computer Programs, Interventions, School Age
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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TitleLocation & LinkType of Relationship
Effects of a Computer Assisted Intervention in Second Graders with Attention and Literacy Problemshttp://hdl.handle.net/10342/3527The described resource references, cites, or otherwise points to the related resource.