Literature: CALL & Phonological awareness

Wild, M. (2009). Using computeraided instruction to support the systematic practice of phonological
skills in beginning readers. Journal of Research in Reading, 32(4), 413-432.

Macaruso, P., Hook, P. E., & McCabe, R. (2006). The efficacy of computerbased supplementary
phonics programs for advancing reading skills in atrisk elementary students. Journal of Research in
Reading, 29(2), 162-172.

Ecalle, J., Kleinsz, N., & Magnan, A. (2013). Computer-assisted learning in young poor readers: The
effect of grapho-syllabic training on the development of word reading and reading
comprehension. Computers in Human Behavior, 29(4), 1368-1376.

Santoro, L. E., & Bishop, M. J. (2010). Selecting software with caution: An empirical evaluation of
popular beginning reading software for children with early literacy difficulties. Computers in the
Schools, 27(2), 99-120.

Watson, T., & Hempenstall, K. (2008). Effects of a computer based beginning reading program on
young children. Australasian journal of educational technology, 24(3).

Sande, E., Segers, E., & Verhoeven, L. (2016). Supporting executive functions during children's
preliteracy learning with the computer. Journal of Computer Assisted Learning, 32(5), 468-480.

Johnson, E. P., Perry, J., & Shamir, H. (2010). Variability in reading ability gains as a function of
computer-assisted instruction method of presentation. Computers & Education, 55(1), 209-217.

Bishop, M. J., Edwards, L. E., & Education, S. (2009). Technology applications for children with early
literacy difficulties: A framework for review and evaluation of popular beginning reading computer
software. In annual meeting of the American Educational Research Association, Chicago, IL.
Retrieved September (Vol. 21).

Saine, N. L., Lerkkanen, M. K., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2011). Computerassisted
remedial reading intervention for school beginners at risk for reading disability. Child
Development, 82(3), 1013-1028.

Potocki, A., Magnan, A., & Ecalle, J. (2015). Computerized trainings in four groups of struggling
readers: Specific effects on word reading and comprehension. Research in developmental
disabilities, 45, 83-92.

Wood, E., Grant, A. K., Gottardo, A., Savage, R., & Evans, M. A. (2016). Software to Promote Young
Childrens Growth in Literacy: A Comparison of Online and Offline Formats. Early Childhood
Education Journal, 1-11.

Grant, A., Wood, E., Gottardo, A., Evans, M. A., Phillips, L., & Savage, R. (2012). Assessing the
content and quality of commercially available reading software programs: Do they have the
fundamental structures to promote the development of early reading skills in children?. NHSA
Dialog, 15(4), 319-342.

Van Daal, V., & Sandvik, J. M. (2012). The effects of multimedia on early literacy development of
children at risk: a meta-analysis. In Technology as a support for literacy achievements for children at
risk (pp. 73-119). Springer Netherlands.

Callahan, A., & Chrthaigh, A. N. Evaluation of Suas Literacy Support Projects involving AcceleRead
AcceleWrite.

Regtvoort, A. G., & van der Leij, A. (2007). Early intervention with children of dyslexic parents: Effects
of computer-based reading instruction at home on literacy acquisition. Learning and individual
differences, 17(1), 35-53.
Macaruso, P., & Hook, P. E. (2007). Computer assisted instruction: Successful only with proper
implementation. Perspectives on Language and Literacy, 33, 43-46.