The effects of computer technology in assisting the development of literacy in young struggling readers and spellers

Abstract The aim of the present study is to evaluate the effect of MultiFunk, a computer program designed to assist reading, on the reading and spelling proficiency of struggling readers. Fifty‐two below‐average readers and spellers, in grades 5, 6 and 7, were randomly assigned as experimental and control groups (N = 26 + 26). In addition, 114 classmates, who read normally, were included to compare changes in basic literacy development during the intervention. A pre‐test, intervention, post‐test, control‐group design was used to evaluate the effects of the software, using texts to suit the pupils' own choices and interests. The findings indicate that computerized assistive reading has the potential to aid and support the development of basic literacy skills in a broad group of struggling readers and spellers. Issues concerning the MultiFunk text‐to‐speech technology are discussed. Keywords: Computer‐assisted readingReading interventionRemediation of reading problems Acknowledgements This work was supported by the Norwegian Research Council, 2001–4, grant no. 138543/220. The authors wish to thank G. Kampsrud, Norwegian Computer Center, B. G. Saltnes, Publishing House Aschehoug and A‐L. Rygvold, Department of Special Needs Education, University of Oslo, for their valuable contributions to this study. Without the participation of pupils, teachers and principals in six schools in Sarpsborg, Norway, the study could not have been conducted. Thanks are extended to all. Notes The MultiFunk research group is presented in Appendix 1.