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Computer-Assisted Instruction in Support of Beginning Reading Instruction: A Review
Resource type
Journal Article
Authors/contributors
- Blok, H. (Author)
- Oostdam, R (Author)
- Otter, M. E. (Author)
- Overmaat, M. (Author)
Title
Computer-Assisted Instruction in Support of Beginning Reading Instruction: A Review
Abstract
How effective are computer-assisted instruction (CAI) programs in supporting beginning readers? This article reviews 42 studies published from 1990 onward, comprising a total of 75 experimental comparisons. The corrected overall effect size estimate was d = 0.19 (± 0.06). Effect sizes were found to depend on two study characteristics: the effect size at the time of pre-testing and the language of instruction (English or other). These two variables accounted for 61 percent of the variability in effect sizes. Although an effect size of d = 0.2 shows little promise, caution is needed because of the poor quality of many studies.
Publication
Review of Educational Research
Volume
72
Issue
1
Pages
101-130
Date
03/2002
Journal Abbr
Review of Educational Research
Language
en
ISSN
0034-6543, 1935-1046
Short Title
Computer-Assisted Instruction in Support of Beginning Reading Instruction
Accessed
27/09/2022, 11:39
Library Catalogue
DOI.org (Crossref)
Citation
Blok, H., Oostdam, R., Otter, M. E., & Overmaat, M. (2002). Computer-Assisted Instruction in Support of Beginning Reading Instruction: A Review. Review of Educational Research, 72(1), 101–130. https://doi.org/10.3102/00346543072001101
Outcome measure
Education Level and Type
Groups of students
School or home
Moderating variables
Tech Hardware
Tech Software
Tech mechanism
Learning Approach
Teacher Pedagogy
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
Geography if specific
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