Using the computer to teach
reading comprehension skills
Roland R. Nyns
This article claims that despite the shortcomings of current software for
Computer Assisted Language Learning (CALL), the computer is an
adequate medium of teaching (some) reading comprehension skills. The
author stresses using the computer as a tool at the teacher’s disposal, as
opposed to using the computer as a surrogate teacher. Three examples of
exercises which are part of a semi-structured CALL system are given,
following which there is a short description of how users have access to a
database system which is designed to correspond to a student population’s
specific vocabulary requirements, while keeping the teacher informed of
these.
Introduction I shall begin by assessing the limitations of Computer Assisted Language
Learning and then move on to consider some generally accepted strategies
in teaching reading skills. I hope to convince the reader that the computer is
an appropriate medium to teach these skills, and will show three examples
of exercises which are part of a semi-structured CALL course I am
currently developing for use in self-access mode.
The limitations of In a recent book with the promising title The Cognitive Computer: On LanCALL
guage, Learning and Artificial Intelligence, Roger Schank, America’s leading
figure in the field of artificial intelligence (AI),1 repeats once again the
hopes that have been voiced by part of the teaching community as a
consequence of the computer revolution:
The computer can enable us to carry out a revolution in education. . . .
How?
1 Computers are fun.
2 Computers can be programmed to teach far more thoroughly and
interactively than textbooks.
3 They can be individual - a child can have his [sic] own computer
teacher who keeps track of progress.
4 Computers can be used by almost anyone, no matter how hyperactive
or lazy.
5 Computers don’t get bored or frustrated with students or with teaching.
They won’t punish the student or single him out for contempt.
Computers can serve as excellent individualized teachers. (Schank
1984:204)
Now, setting aside the fact that the new computer revolution which AI
represents is still marching on rather experimental legs and has a lot of
ground to cover before robot teachers walk into the classroom, let us