Struggling or at-risk readers
Earobics® is an adaptive, computer-based reading intervention program with supplemental materials. This program focuses on building foundational skills using multimedia materials. Supplemental materials include classroom activities, letter-sound cards, and leveled readers. Earobics® can be used to supplement any core reading program.
Earobics® is an adaptive, computer-based program. The adaptive technology provides students with self-paced, systematic, and explicit instruction that automatically adjusts to their individual skill levels. Paired with this technology are classroom activities and materials (e.g. manipulatives, letter/sound review deck, leveled readers, books and audio recordings, alphabet mats, letter sets)
Phonemic awareness practice covers blending sounds, rhyming, segmenting, phoneme identification, and phoneme manipulation. Phonics practice covers print concepts, letters and sounds, short vowels, long vowels, syllabication, prefixes, suffixes, inflected endings, multi-syllable words, and other phonics skills. The Earobics® program features technology-assisted reading, modeling fluent expression. It includes texts designed to build decoding skills, and offers repeated opportunities for oral reading. Vocabulary activities include practice in word relationships, word meanings, types of words, and grammar, usage, and mechanics.
Assessment data is available in the program, and reports can be viewed at an individual, classroom, school, or district level.
Cognitive Concepts, Inc. (2003). Outcomes report: Los Angeles Unified School District, California. Retrieved from http://www. earobics.com/results/la.php.
Gale, D. (2006). The effect of computer-delivered phonological awareness training on the early literacy skills of students identified as at-risk for reading failure. Retrieved from the University of South Florida website: http://purl.fcla.edu/usf/dc/ et/SFE0001531.
Rehmann, R. (2005). The effect of Earobics (TM) Step 1, software on student acquisition of phonological awareness skills. Dissertation. Dissertation Abstracts International, 66(07A), 157–2533. (UMI No. 3181124)
Valliath, S. (2002). An evaluation of a computer-based phonological awareness training program: Effects on phonological awareness, reading and spelling. Dissertation Abstracts International, 63(04), 1291A. (UMI No. 3050601)
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