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Evaluating the promise of computer-based reading interventions with students with reading difficulties

Pindiprolu, S. S.; Forbush, D.
This study compared the effect of two parent implemented computer-based reading programs (Funnix & Headsprout) on the basic early literacy skills of 25 students with reading difficulties over eight weeks. Students in grades K-2 who scored below the 15th percentile on a local, state, or national test of reading achievement were selected to participate and assigned to either Funnix or Headsprout. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) was administered to all students for pre- and posttest measures. Results indicate that both programs were effective in increasing certain basic early literacy skills. Students in the Funnix group demonstrated larger post-test means in four measures of the DIBELS test. Students in the Funnix group demonstrated statistically significant larger gains on the oral reading fluency and letter naming fluency measures. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading; phoneme awareness; computer-based programs; Funnix; Headsprout; Dynamic Indicators of Basic Early Literacy Skills; DIBELS; student questionnaire; parent questionnaire
i-manager’s Journal on School Educational Technology
Design type:
Pretest posttest control group design
Fidelity monitored:
Students included:
Elementary students, kindergarten students, at-risk students, students with reading difficulties
Idaho, Utah, suburban area, rural area, student homes

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