Effects of Computer-Assisted Reading Interventions on Literacy Skill Gains of At-Risk Students During a Summer Break.

This article focuses on a study evaluating the effectiveness of two computer-assisted reading programs (CRPs), Funnix and Headsprout, in improving early literacy skills of kindergarten through second-grade students at risk for reading failure during a summer break. The study involved 21 students randomly assigned to either program, with pre- and post-testing conducted using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Results indicated that students using the Funnix program showed significant gains in vocabulary, phonemic awareness, and comprehension measures, while the Headsprout group showed limited improvement. Tutors rated Funnix more favorably in terms of ease of use and instructional appropriateness, though students in both groups reported positive perceptions of the programs. Limitations include the small sample size, lack of a control group, and short intervention duration, suggesting the need for further research to confirm these findings.