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Lasting effects on literacy skills with a computer-assisted learning using syllabic units in low-progress readers
ARTICLE

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Computers & Education Volume 52, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This study examines the effects of a computer-assisted learning (CAL) program in which syllabic units were highlighted inside words in comparison with a CAL program in which the words were not segmented, i.e. one requiring whole word recognition. In a randomised control trial design, two separate groups of French speaking poor readers (2*14) in first grade were constituted. They were matched on a range of reading measures and non verbal intelligence and trained intensively over a short period (10h over a period of 5 weeks). Three tasks were proposed using a classical pre-test/training/post-test design, written word recognition, word reading aloud and word spelling. In addition, three post-test sessions were conducted: one just after training, one after 4 months, and a last one after 9 months. The experimental group trained with the CAL using syllabic units outperformed the control group using CAL with whole word recognition in all the three tasks and there were important lasting effects. The results are discussed in the light of the self-teaching hypothesis and phonological recoding.

Citation

Ecalle, J., Magnan, A. & Calmus, C. (2009). Lasting effects on literacy skills with a computer-assisted learning using syllabic units in low-progress readers. Computers & Education, 52(3), 554-561. Elsevier Ltd. Retrieved October 20, 2019 from .

This record was imported from Computers & Education on February 1, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2008.10.010

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