Effect of Computer-Assisted Instruction on Pre-Kindergarten Student Literacy Learning

• In Event: 72.019 - Technology, Language Learning, and Literacy: How Do They Relate?

Abstract

Abstract
In this mixed-methods study, researchers examined the literacy development of Pre-K students (N = 162) randomly placed in one of two treatment groups with each receiving computer-assisted literacy instruction for four months. Literacy development of a control group was contrasted with the two treatment groups. All students received free or reduced lunch. Responses from a semi-structured focus group of Pre-K teachers (N = 5) were analyzed for corroboration. Although all three groups progressed in literacy development, the control group had significantly larger gains (p < 0.01). The effect size was moderate (eta squared = 0.63). Qualitative data supported the use of one computer program over another, but none of the teachers supported daily use of either software treatment.

Authors

• Judy Ann Trotti, University of Mary Hardin-Baylor

• Christie Bledsoe, University of Mary Hardin-Baylor

• Randy W. Hendricks, Academy Independent School District