A Computer-Assisted Instruction Phonological Sensitivity Program for Preschool Children At-Risk for Reading Problems

Preliminary support for CAI is provided to improve the phonological sensitivity skills of preschoolers who are at-risk for reading problems and makes significantly greater gains on rhyming and elision skills.

Abstract

Previous research has demonstrated that phonological sensitivity is an important causal skill for decoding. This study evaluated the use of computer-assisted instruction (CAI) to provide training in phonological sensitivity skills to preschoolers at-risk for reading problems. Forty-five children ranging in age from 44 to 64 months (M = 55.1, SD = 6.07) were randomly assigned to a CAI group or a control group. Children exposed to CAI made significantly greater gains on rhyming and elision skills compared to the control group. Expressive vocabulary scores were predictive of pre- to posttest growth. Children in the CAI condition positively rated participation in the training program. Results provide preliminary support for CAI to improve the phonological sensitivity skills of preschoolers who are at-risk.