NRP: computer and reading instruction
Findings and Determinations of the National Reading Panel by Topic Areas
According to this review (National Reading Panel, 2000), computer use in reading instruction was few, and mostly focused on speech technology and word processing. Here are some thoughts:
- Using eye movements to determine reading difficulties in real time
- Computer Assisted Learning — I mean intelligent ones
- electronic communication tools such as email and IM
- (I am not a big fan of multimedia in reading.)
Computer Technology and Reading Instruction
Until recently, computers were not considered capable of delivering reading instruction effectively. They could not comprehend oral reading and judge its accuracy. They also were unable to accept free-form responses to comprehension questions, so their use had to rely primarily on multiple-choice formats. Today, the situation is much improved. New computers have speech recognition capabilities as well as many multimedia presentation functions. Developments in the Internet, with possibilities of linking schools and instruction, have further increased interest in technology as a teaching device. Computer technology is different from other areas the NRP analyzed. It cannot be studied independently of instructional content and is not an instructional method in itself. Thus, computer technology must be examined for its ability to deliver instruction, for example, in vocabulary or in phonemic awareness.
Because this is a relatively new field, the number of studies published in this area is small. Only 21 studies met the NRP research methodology criteria.
Findings and Determinations
Although it is difficult to draw conclusions from these studies, it is possible to make some general statements. First, all the studies report positive results, suggesting that it is possible to use computer technology for reading instruction. The seven studies that reviewed the addition of speech to computer-presented text indicate that this may be a promising use of technology in reading instruction.
Two other trends show promise. The use of hypertext (highlighted text that links to underlying definitions or supporting or related text, almost like an electronic footnote), while technically not reading instruction, may have an instructional advantage. Second, the use of computers as word processors may be very useful, given that reading instruction is most effective when combined with writing instruction.
Striking in its absence is research on the incorporation of Internet applications to reading instruction.
Research also is needed on the value of speech recognition as a technology and the use of multimedia presentations in reading instruction.
In sum, the Panel is encouraged by the reported successes in the use of computer technology for reading instruction, but relatively few specific instructional applications can be gleaned from the research. Many questions still need to be addressed.