"Test Driving" CARS: Addressing the Issues in the Evaluation of Computer-Assisted Reading Software

Cathy Lewin
Journal of Computing in Childhood Education, Vol 8 No. 2/3, p. 111-132

The process of learning to read is readily accepted as being highly complex. Recent innovations in technology, such as speech synthesis, have brought about the development of many software systems intended to assist with the teaching of reading. The effectiveness and benefits of such systems are difficult to evaluate. In the context of the theory of learning to read, the author reveals in this paper the contributions that computer-assisted reading software (CARS) can make to current teaching practices and gives a critique of previous evaluations. This leads to the presentation of an effective framework for evaluation, which should ensure that not only the technical aspects of systems are examined but also that their underlying pedagogical principles are sound. Next, a design methodology for a case study evaluating the use of talking books software in British schools is described. It includes the evaluation framework in an attempt to address the issues raised and provide more comprehensive results. Finally, the results are presented and discussed, informing the reader of the potential benefits of the use of such software and the success of the evaluation framework as a research instrument.

We hope you found what you needed on this page. If you have any questions or comments, please contact me.



Howard J. Bender, Ph.D.
President
The Education Process Improvement Center, Inc.
P.O. Box 186
Riverdale, Maryland 20738
hjbender@epicent.com