Professor Lenwood Gibson co-authored "A Preliminary Investigation of Supplemental Computer-Assisted Reading Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Urban Students" which was published in the Journal of Behavioral Education, Vol. 20, Issue 4 (Dec., 2011). See abstract below:
This article presents the results of a preliminary study that investigated the effects of a supplementary instructional reading program for underperforming first grade students. The supplementary instruction consisted of a computer software program named Read Naturally Software Edition and it focused on two of the key components of effective reading instruction which are reading fluency and comprehension. This study was specifically interested in identifying and providing the instruction of struggling African American students who lived in urban environments because this is one of the most vulnerable populations in terms of reading and school failure. The results of this study indicated that the program was effective in increasing reading growth rates and reducing the risk for reading failure for the students who participated.
