Effects of Computer-Assisted Training of Blending Skills in Kindergartners

Abstract

Training prereaders in phonological skills has been shown to facilitate the acquisition of literacy skills. The question was raised whether it would be possible to use computer-based exercises to increase blending skills in Dutch kindergartners who had not yet received reading instruction. A package of experimental computer exercises was used in which word materials, instructions, and comments were provided through high-quality digitized speech. Twenty-five children received specific training in blending separate letter sounds into words during a 12-week period; their classmates (n = 28) received training in vocabulary using the same computers and program; yet another control group (n = 45) from separate classes did not have access to the computer programs. All children appeared to improve in blending skill, more so in classrooms in which teachers regularly provided various activities to promote phonological skills. However, the results also reveal a significant additional effect due to the use of the computer program. Transfer effects of the computer-based exercises to decoding skill were found after a few months of beginning reading instruction.