Computer-assisted instruction in support of beginning reading instruction: A review

被引：146

作者：

Blok, H ^{[1
]}

Oostdam, R ^{[1
]}

Otter, ME ^{[1
]}

Overmaat, M ^{[1
]}

机构：

[1] Univ Amsterdam, SCO Kohnstamm Inst Educ Res, Fac Social & Behav Sci, NL-1091 GM Amsterdam, Netherlands

来源：

REVIEW OF EDUCATIONAL RESEARCH | 2002年 / 72卷 / 01期

关键词：

computer-assisted instruction; meta-analysis; primary education; learning results; reading instruction;

D O I：

10.3102/00346543072001101

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

How effective are computer-assisted instruction (CAI) programs in supporting beginning readers? This article reviews 42 studies published from 1990 onward, comprising a total of 75 experimental comparisons. The corrected overall effect size estimate was d = 0.19 (+/-0.06). Effect sizes were found to depend on two study characteristics: the effect size at the time of pre-testing. and the language of instruction (English or other). These two variables accounted for 61 percent of the variability in effect sizes. Although an effect size of d = 0.2 shows little promise, caution is needed because of the poor quality of many studies.

引用

页码：101 / 130

页数：30

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