Abstract Schools in England are expected to ?close the gap? for a range of vulnerable pupils who are achieving below the levels seen amongst their same-aged peers. They are also highly accountable for additional funding that is provided to support this goal. The project reported here involved collating and analysing a range of data in order to evaluate the impact of a widely used computer-assisted-reading-intervention (CARI). Sixteen primary school pupils, all of whom were identified by their school as underachieving in literacy, used the CARI daily over a five-week period. The post-intervention data showed some clear gains in reading and spelling skills for all bar one of the children. The findings are discussed in relation to the wider literatures on CARIs. The research concludes that the CARI under investigation offers a useful and cost-effective adjunct to whole-class and group reading instruction and may be particularly beneficial for supporting the learning of pupils who are struggling to consolidate the knowledge and skills covered in their regular classroom reading instruction.

中文翻译：

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缩小差距：通过计算机辅助阅读干预支持识字

摘要 英格兰的学校有望缩小差距？为一系列弱势学生，他们的成绩低于同龄同龄人。他们还对为支持这一目标而提供的额外资金负有高度责任。这里报告的项目涉及整理和分析一系列数据，以评估广泛使用的计算机辅助阅读干预 (CARI) 的影响。在为期五周的时间里，16 名小学生每天都使用 CARI，他们的学校都认定他们在识字方面表现不佳。干预后的数据显示，其中一个孩子的所有阅读和拼写技能都有明显的提高。这些发现将与更广泛的关于 CARI 的文献进行讨论。