The study investigated the effects of an interactive, individualized computer-based intervention program for advancing comprehension skills among children at risk of low literacy. Participants were forty Arabic-speaking first-grade students at literacy risk: 20 assigned to the intervention program, and 20 assigned as control group. In the intervention group, each student was paired with a tutor and was categorized in one of 4 sub-groups: high student and tutor motivation, low student and tutor motivation, high student motivation/low tutor motivation, and low student motivation/high tutor motivation. Students' comprehension achievements and progress were measured before, during and after the program. Findings showed that the intervention program succeeded in advancing students' skills beyond motivation level, although the greatest improvement was found in the sub-group where both students and tutors had high motivation. Findings demonstrate the need for a specialized intervention to efficiently close the gap in comprehension skills among students at literacy risk and the importance of motivation of both students and tutors in the learning process.
|Title of host publication||Education Applications & Developments VIII|
|Place of Publication||Portugal|
|Number of pages||15|
|State||Published - 20 Jun 2023|