| Abstract: | The claims for the educational benefits of multimedia supported software are positive but largely untested. Can such claims be justified with specific reference to support for the development of reading skills? This paper presents evidence of learning outcomes in the area of reading from the use of software incorporating two very different styles of learning, structured sub‐skills tutoring (using an Integrated Learning System) versus free reading (using a talking book), but which both heavily exploit multimedia presentation. The message from these two studies is complex. Learning does occur but differential performance gains compared to more traditional teaching are not assured. Secondly, these studies show that current debates about whole‐word versus phonological skills teaching can be overshadowed by characteristics of the software other that of the mode of teaching, and by organisational choices and constraints within the classroom. |
