Effects of Computer-Assisted Reading Interventions on Literacy Skill Gains of At-Risk Students During a Summer Break

Abstract

Learning to read is an essential skill for later academic success, positive self-esteem, and gainful employment. Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school. Recent data suggests that many students in today’s schools do not become skilled readers, and the reading loss widens during summer months due to skill regression. Regression of reading skills is greater for students from low Socioeconomic status (SES) families and for students with disabilities. This study examined the effects of two computer-assisted reading programs on the reading skills of 21 students at-risk for reading failure during a summer break. All students were pre- and post-tested after 8 weeks of intervention. Furthermore, tutors’ and students’ perceptions regarding the effectiveness and desirability of the programs were measured. A description of the computer programs, results, implications, and limitations of the study are discussed.