H. Shamir, M. Crowther, and C. Sirrine (USA)
Educational software, preschool children, evaluation
This study examined difference in children’s scores as a function of the type of intervention they received. There were 218 preschool children who participated in one of three intervention groups: computer-based instruction plus supplementary reading material, traditional preschool instruction, and supplementary reading material only. Children were tested prior to and after treatment, and their improvement scores were compared. Results indicate that children in the computer-based instruction group improved their skills in phonological awareness, in reading words recognition, and in letter recognition significantly more compared to children in the traditional preschool instruction and to children in the supplementary reading material groups. Interestingly, children in the traditional preschool instruction and in the supplementary reading material group improved their vocabulary significantly more than the computer-based instruction group.
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