Improving Speed and Accuracy of Word Recognition in Reading Disabled Children: An Evaluation of Two Computer Program Variations

Abstract

The present study investigated the relative effectiveness of two versions of a computer program designed to increase the sight-word reading vocabulary of reading disabled children. One version required children to type words into the computer as part of the practice activity; in the other no typing was involved. Subjects were nine reading disabled students, average age 10 years, 7 months. A repeated-measures design was used to expose all subjects three times to two treatment conditions and a no-practice control condition. Accuracy and speed of reading, as well as spelling accuracy for multisyllable words were measured in pre- and posttests. Both versions of the program proved to be equally effective in improving speed and accuracy of reading words, but the typing version was more effective in increasing spelling accuracy. However, students enjoyed the no-typing version better, and they were able to attain mastery levels for new words on this version faster than on the typing version. Implications of these results for reading software design are considered.

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