Increasing reading and communication skills in children with autism through an interactive multimedia computer program.
A snappy computer reading game lifts autistic kids’ word skills fast, but you must add teacher or peer practice to keep the gains.
01Research in Context
What this study did
The team tested Alpha, a talking computer game that teaches letter sounds and words.
Nine autistic kids played the game 15 minutes a day over the study period at school.
They measured word reading and phonics before, right after, and again 6 weeks later.
What they found
Right after the program, every child read more words and knew more letter sounds.
Six weeks later, most scores slipped back toward where they started.
The game worked fast, but the gains did not stick without extra help.
How this fits with other research
Patton et al. (2020) extends these findings. They added small-group teacher lessons four days a week over the study period. Their students kept the new vocabulary and story-telling skills, showing that adult-led follow-up beats computer-only.
Kostulski et al. (2021) also extends the idea. They let middle-schoolers pick their own reading passages while teachers taught main idea and vocabulary. Comprehension rose and stayed high, proving choice plus live teaching works longer than a solo game.
Chen et al. (2001) used peer play instead of screens. They saw big jumps in joint attention and words that lasted after the study ended. This apparent contradiction is really about method: social play gives natural practice that a computer can’t, so blending both may lock in gains.
Why it matters
Alpha shows that fun, self-paced software can give a quick boost in early reading. To make the boost last, pair the game with teacher or peer follow-up. Try 10-minute computer turns, then move to a small-group story or play activity that uses the same words. Track data weekly; if scores dip, add more live practice.
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02At a glance
03Original abstract
This paper reports on the effect of using an interactive and child-initiated microcomputer program (Alpha) when teaching three groups of children (N = 30) reading and communications skills: (a) 11 children with autism (M chronological age, CA = 9:4 years), (b) 9 children with mixed handicaps (M CA = 13:1), and (c) 10 normal preschool children (M CA = 6:4 years). Their mental age varied from 5:8 years to 6:9 years and all children received computer instruction supplementary to their regular reading and writing activities. Tests of reading and phonological development were carried out at the onset of the training (Start), at the end (Post 1), and at a follow-up evaluation (Post 2). In addition, video observations of the childrens' verbal and nonverbal communication were added at Start and Post 1. The children with autism increased both their word reading and their phonological awareness through the use of the Alpha program. Clearly significant gains were observed during the intervention, but none during the follow-up period. A similar but weaker pattern is observed for the children with mixed handicaps. In contrast, the normal preschool children increased their scores regardless of the program. Analyses of the children's classroom behavior indicate that the intervention succeeded in stimulating verbal expressions among the children with autism and mixed handicap. A significant increase in enjoyment was also noted for the children with autism. It is concluded that the intervention with a motivating multimedia program might stimulate reading and communication in children with various developmental disabilities, but that such interventions must be individually based and include both detailed planning and monitoring from teachers, and parents, as well as from clinicians in charge.
Journal of autism and developmental disorders, 1995 · doi:10.1007/BF02178294