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Article Title: The Effects of a Computerized Reading Intervention Program on the Oral Reading Fluency of At-Risk Urban First Graders
by Starr E. Keyes, Janet Jacobs, RaNae Bornhorst' Lenwood Gibson, Jr., and Brooks R. Vostal

Abstract:
Research regarding the importance of early reading instruction and intervention abounds. However, some teachers may require additional assistance to ensure that students are able to read proficiently. Oftentimes, other school personnel provide this assistance, but recently, technology has come to play an important role. The purpose of this study was to examine the effectiveness of a supplemental repeated reading intervention delivered through a computer-assisted instruction (CAI) program on the oral reading fluency (ORF) of first-grade students (seven year olds) who were at risk for reading failure. In particular, would the CAI be effective under traditional school conditions where there might be more distractions than in a quiet researcher-led setting? Four African American male students in an urban charter school engaged in the Read Live(RL) intervention for 7 to 13 lessons. Results revealed medium to strong effectiveness of the CAI program for all four participants. Based on the results, the researchers conclude that CAI is a viable option for increasing students� reading skills. However, concern should be taken to ensure that reading interventions are delivered in environments most conducive to student learning. Furthermore, schools should equip teachers with necessary materials to produce more significant gains in students� academic achievement.

Keywords: computer-assisted instruction, oral reading fluency, urban students, early intervention

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