A supplemental computer‐assisted intervention programme to prevent early reading difficulties in Spanish learners: A stratified random control trial

• Published in: Journal of computer assisted learning Vol. 37; no. 2; pp. 510 - 520
• Main Authors: Giménez, Almudena, Bordoy, Soraya, Sánchez, Auxiliadora, López‐Zamora, Miguel, Sopena, Josep M., Luque, Juan L.
• Format: Journal Article
• Language: English
• Published: Chichester, UK John Wiley & Sons, Inc 01.04.2021; Wiley; Wiley Subscription Services, Inc
• Subjects: At risk students; CAI; Computer Assisted Instruction; Computers; computer‐assisted intervention programme; Cost Effectiveness; Decoding (Reading); Early Intervention; Early Reading; Economic impact; Economics; Effect Size; Elementary School Students; Foreign Countries; Grade 1; Instructional Effectiveness; Knowledge management; Learning Problems; Prevention; Program Effectiveness; randomized controlled trial; Reading Comprehension; Reading Difficulties; Reading disabilities; Reading instruction; Reading Rate; Students; Supplementary Education; Syllables; Training; Spain
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12504

Difficulties in implementing effective instruction for at‐risk students arise from two challenges: the transfer of evidence‐based knowledge and the lack of economic resources. Computer‐assisted programmes offer a suitable solution, providing quality instruction using low‐cost resources. Thirty‐two first‐grade students with early learning difficulties were identified and paired based on at least three of the pre‐intervention reading measures (reading efficiency of monosyllabic and disyllabic items, words, pseudowords and text reading speed). Each pair was assigned to one of two different intervention programmes: a computer‐assisted intervention programme (CAIP) focused on syllables or the programme provided by the Spanish State School Assistance Services (SSAS). Every week, the CAIP participants received in pairs four 15‐min training sessions on syllable decoding plus one 30‐min group comprehension session. The CAIP was delivered by trainee students. The SSAS programme typically consisted of a 1‐hr individual or in small groups sessions per week delivered by trained practitioners. Both programmes were administered for 11 weeks. The CAIP intervention showed better results than the SSAS intervention for both decoding and comprehension, with moderate to large effect sizes. Lay Description What is already known about this topic Implementing effective instruction for at‐risk students presents two challenges: evidence‐based knowledge transfer and lack of economic resources. The use of computer‐assisted programmes to provide quality instruction for at‐risk students is not a common practise in the Spanish context. What this paper adds A comparison between a computer‐assisted instructional programme (CAIP) and a programme provided by the Spanish State School Assistance Services (SSAS). A programme designed to be applied by professionals or non‐professionals with minor guidance. The CAIP intervention showed better results after 11 weeks of application, replicating the positive effects of computer programmes in other languages. Implications for practise and/or policy Findings showed that computer programmes represent an effective tool for the transfer of scientific knowledge to educational practise with little economic cost, minor teaching training and short time.