Abstract
A formative evaluation of the instructional effectiveness of twenty hours of computer-based reading comprehension instruction for adults was conducted. The lessons taught reading comprehension subskills called 'information finding' and 'paraphrasing.' Thirty-six adults studied either the reading lessons or computer-based mathematics lessons for the same length of time, about two months. The group that studied reading lessons improved significantly in pre to posttest performance relative to mathematics students. The increased test performance was retained on another posttest given a month later. The study supports the value of a complete computer-based reading comprehension curriculum following similar instructional strategies.
Get full access to this article
View all access options for this article.