Acceso usuarios
, Raquel Maria de Melo, Alessandra Rocha de Albuquerque, Júlio C. de Rose, Deisy das Graças de Souza
This article presents the findings of a study comparing a computer-assisted teaching program to traditional instructorled teaching for elementary school children. The study evaluated reading and writing skills and employed a group design. Results showed that both teaching approaches were effective in improving reading performance, with slightly better gains in the instructor-led version. Both conditions facilitated learning transfer to new words with spelling difficulties, although the computer-assisted condition demonstrated higher generalization in final tests. Motivational and attentional factors, easily addressed by instructors but challenging in computer programs, were highlighted. The instructor-led condition’s personalized feedback and differential consequences potentially contributed to the observed differences in learning gains. Individual differences in learners’ input and performance were emphasized, suggesting the need for program adaptations. The advantages of computer-assisted teaching, such as scalability and individualized pacing, were discussed, along with the need for further refinements and automation. Strategies for enhancing teaching sequence flexibility and reducing the instructor’s decision-making burden were proposed. The study contributes valuable insights into computer-assisted reading instruction for children with spelling difficulties, emphasizing their benefits and areas for improvement. The research underscores the importance of designing effective technology-mediated interventions and provides guidance for future developments in this field.
