Interactive Computer Software: The Effects on Young Children's Reading Achievement

The intention of this study was to investigate the effects on reading comprehension when reading shorter and easier narrative text and longer and more difficult narrative texts on the printed page as compared to reading the same narrative texts using interactive CD‐ROM software displayed by the computer. Specifically, the ability of two classes of above‐average fourth‐grade children to answer comprehension questions about seven narrative stories was compared. One class of fourth‐grade children read each narrative from the actual book and answered six multiple‐choice questions about the story, while the second class of fourth‐grade children read the same narratives from interactive CD‐ROM software displayed on the computer and answered six multiple‐choice questions about the story. A three‐way analysis of variance on comprehension scores revealed that reading from computers increased comprehension scores when subjects were reading longer and more difficult narratives. Results indicated no difference when the two treatment groups were reading shorter and easier narratives.