Leveraging Computer Technology for Literacy Instruction in the Classroom

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Computer-Based Reading Programs for At-Risk Learners Children with disabilities face a variety of challenges when learning to read. Some students experience processing disorders, some have auditory or visual deficits, still others have gross or fine motor disabilities. Computer technology is adept at addressing all of these issues by the nature of its flexible and extensible application. As a relatively low-cost solution for providing specialized instruction, integrating computer technology is a particularly attractive solution for students with dyslexia and who are at-risk for reading disorders (Torgesen, Wagner, Rashotte, Herron, & Lindamood, 2009). Torgesen, et al. (2009) further examined the methodology for implementing CAI in the classroom with at-risk students and found that when students were prepared through teacher-led explicit instruction, they derived even greater benefit from the practice and enhanced instruction offered by computer-based programs. A study by Campbell and Mechling (2009) contributed to the area of research on multisensory instruction by looking at the use of the SMART board technology for providing such instruction. The study targeted incidental learning relating to letter sounds and names, a foundational skill for acquiring phonological awareness and learning the alphabetic principle. Participants were primary grade students with learning disabilities. The results of the study were positive and suggest that the students were able to efficiently learn the desired information through a combination of hearing, seeing, and touching the letters on the screen (Campbell & Mechling, 2009). Still other researchers have found that computer-assisted instruction is effective for improving learning outcome... ... middle of paper ... ... kindergartners' achievement. Reading Psychology, 28(5), 443-467. doi:10.1080/02702710701568488 Underwood, J. M. (2000). A comparison of two types of computer support for reading development. Journal of Research in Reading, 23(2), 136. Retrieved from EBSCOhost. Villaume, S., & Brabham, E. (2003). Phonics instruction: Beyond the debate. Reading Teacher, 56(5), 478. Retrieved from EBSCOhost. Wilson, J., & Colmar, S. (2008). Re-evaluating the significance of phonemic awareness and phonics in literacy teaching: The shared role of school counsellors and teachers. Australian Journal of Guidance & Counselling, 18(2), 89-105. doi:10.1375/ajgc.18.2.89 Wohlstetter, P., & Malloy, C. (2001). Organizing for literacy achievement: Using school governance to improve classroom practice. Education and Urban Society November 2001 vol. 34 no. 1 42-65. doi: 10.1177/0013124501341004.

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