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Reading comprehension: a computerised intervention with primary-age poor readers

Horne, Joanna


Joanna Horne


The current study investigates the effectiveness of a computerized reading comprehension programme on the reading accuracy, reading comprehension and reading rate of primary-age poor readers. There is little published literature relating to computerized reading interventions in UK primary schools, and no previous studies have investigated the Comprehension Booster programme. Thirty-eight children (26 boys and 12 girls; aged 6:7 to 11:0) from two schools in East Yorkshire, UK, took part. Half of the participants (the intervention group) undertook the Comprehension Booster programme for a 6-week period, whilst the other half (the control group) continued with their usual teaching. Significant effects of the intervention were found, with increases in reading accuracy and reading comprehension for the intervention group. It is concluded that computerized reading programmes can be effective in improving reading skills, and these are particularly useful for pupils with reading difficulties in disadvantaged areas, where resources are limited and family support in reading is lower. However, such programmes are not a replacement for good teaching, and regular monitoring of children with reading difficulties is required. Further research is necessary to compare the programme used here to other conventional and computerized intervention programmes, using a larger sample.


Horne, J. (2017). Reading comprehension: a computerised intervention with primary-age poor readers. Dyslexia, 23(2), 119-140.

Journal Article Type Article
Acceptance Date Dec 19, 2016
Online Publication Date Jan 9, 2017
Publication Date May 3, 2017
Deposit Date Feb 8, 2017
Publicly Available Date Jan 10, 2019
Journal Dyslexia
Print ISSN 1076-9242
Electronic ISSN 1099-0909
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 23
Issue 2
Pages 119-140
Keywords Reading comprehension; Intervention; Technology; Children; Dyslexia
Public URL
Publisher URL
Additional Information This is the accepted manuscript of an article published in Dyslexia, 2017. The version of record is available at the DOI link in this record.


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