The Use of Theory-Based Computer-Assisted Instruction in Correctional Centers to Enhance the Reading Skills of Reading-Disadvantaged Adults

P. Frank McKane and Barbara A. Greene

Journal of Educational Computing Research, Vol 15 No 4, 1996, p. 331-344

The purpose of this study was to examine the effectiveness of theory-based CAI for reading with incarcerated adults reading below the ninth grade level. The participants were offenders drawn from participating correctional centers in Oklahoma who were randomly assigned to a CAI or a non-CAI instructional group. Reading assessment instruments were administered on a pre-test/post-test basis. Results showed a significant reading achievement gain for computer-assisted reading instruction when compared to traditional instruction for entry levels of 0-3.0 Grade Equivalency Level (GEL). Higher entry levels showed approximately the same gain for both groups. These findings are consistent with a cognitive components model of reading.

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Howard J. Bender, Ph.D.
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The Education Process Improvement Center, Inc.
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