Does the use of computer-assisted instruction (CAI) in ABE programs increase learners reading achievement?
In general, computer assisted instruction (CAI) is at least as effective as non-CAI in increasing reading achievement. (Alessi, 1982; Gretes & Green, 1994; Maclay & Askov, 1988; McKane & Greene, 1996; Rachal, 1995) A descriptive meta-analysis of computer-assisted instruction (CAI) research finds that CAI appears to be as good as traditional ABE instruction at the secondary level, and as good as or better than traditional ABE instruction at the pre-secondary level (Rachal, 1995). These findings were based on an analysis of twenty-one studies that compared the use of CAI for ABE reading instruction with non-CAI approaches. Of the twenty-one studies examined, seven were found to have major methodological flaws (for example, group sizes or tests of statistical significance were not reported). In addition, two of the studies measured language achievement as opposed to reading achievement. The remaining twelve studies yielded sixteen results, or sixteen comparisons between experimental (CAI)
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