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Brief Exposure to a Self-Paced Computer-Based Reading Programme and How It Impacts Reading Ability and Behaviour Problems

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  • J Antony Hughes
  • Gordon Phillips
  • Phil Reed

Abstract

Basic literacy skills underlie much future adult functioning, and are targeted in children through a variety of means. Children with reading problems were exposed either to a self-paced computer programme that focused on improving phonetic ability, or underwent a classroom-based reading intervention. Exposure was limited to 3 40-min sessions a week, for six weeks. The children were assessed in terms of their reading, spelling, and mathematics abilities, as well as for their externalising and internalising behaviour problems, before the programme commenced, and immediately after the programme terminated. Relative to the control group, the computer-programme improved reading by about seven months in boys (but not in girls), but had no impact on either spelling or mathematics. Children on the programme also demonstrated fewer externalising and internalising behaviour problems than the control group. The results suggest that brief exposure to a self-paced phonetic computer-teaching programme had some benefits for the sample.

Suggested Citation

  • J Antony Hughes & Gordon Phillips & Phil Reed, 2013. "Brief Exposure to a Self-Paced Computer-Based Reading Programme and How It Impacts Reading Ability and Behaviour Problems," PLOS ONE, Public Library of Science, vol. 8(11), pages 1-10, November.
    • Handle: RePEc:plo:pone00:0077867
    DOI: 10.1371/journal.pone.0077867
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    Cited by:

    1. Susanna Forné & Anna López-Sala & Roger Mateu-Estivill & Ana Adan & Xavier Caldú & Xavier Rifà-Ros & Josep M. Serra-Grabulosa, 2022. "Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties," IJERPH, MDPI, vol. 19(18), pages 1-12, September.

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