The Effect of Computer-assisted Instruction Upon Reading Achievement with Selected Fourth-grade Children
Author: Virginia Bryg
Publisher:
Published: 1984
Total Pages: 126
ISBN-13:
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Author: Virginia Bryg
Publisher:
Published: 1984
Total Pages: 126
ISBN-13:
DOWNLOAD EBOOKAuthor: Tracey Louise Grooms
Publisher:
Published: 2001*
Total Pages: 82
ISBN-13:
DOWNLOAD EBOOKAuthor: Wilma Elizabeth Todd
Publisher:
Published: 1986
Total Pages: 90
ISBN-13:
DOWNLOAD EBOOKAuthor: Richard Diem
Publisher: Routledge
Published: 2018-02-06
Total Pages: 145
ISBN-13: 1351329774
DOWNLOAD EBOOKPublished in 1988, this bibliography focuses on four main areas; descriptions of the computer and its effects on human thinking and learning, computers in teaching situations, problems arising from the use of computers, and examinations of the future use of computers in education. Publications with relevant information are included, and in some cases studies have been annotated to provide more information on the citation. The bibliography presents researchers with a listing of primary and secondary sources detailing the role of the computer in education from 1975 to 1986. Short term, as well as longitudinal works are included, across all formats including articles, reviews, dissertations and books.
Author: Charlotte B. Watson
Publisher:
Published: 2005
Total Pages: 70
ISBN-13:
DOWNLOAD EBOOKAuthor: Sandra Jean Hodge
Publisher:
Published: 1994
Total Pages: 45
ISBN-13:
DOWNLOAD EBOOKAuthor: Melanie May McNeely
Publisher:
Published: 2014
Total Pages: 125
ISBN-13:
DOWNLOAD EBOOKWith over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U.S. public school system continued to be questioned. This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000®, among select secondary reading students in a central Florida school district and their implications for student achievement. This study showed significant difference existed in the type of students rather than the reading program. The ANCOVA performed on all students and the ANOVAs performed for exceptional education students, males and females, free/reduced lunch and ethnic subgroups did not show a significant statistical difference in the 2012-2013 reading achievement scores. The Achieve 3000® reading program did not close the achievement gap any more than the non-Achieve 3000® reading program. Conversely, the ANOVA performed for English language learners did show a significant statistical difference between the 2012-2013 reading achievement scores. However, the effect size each question was small indicating the practical implication was also small. Ultimately, this study made a strong argument for the need for further research.
Author: Larry R. Schmidt
Publisher:
Published: 1986
Total Pages: 228
ISBN-13:
DOWNLOAD EBOOKAuthor: David A. Reiser
Publisher:
Published: 2018
Total Pages: 400
ISBN-13:
DOWNLOAD EBOOKThis quantitative, quasi-experimental research study was designed to determine the impact of a computer assisted reading instruction program on the fluency rates and comprehension skills of third and fourth grade students with reading disabilities at an Ohio suburban-metropolitan elementary school. Pretests established the participants' baseline reading skills. The participants' reading progress was monitored, during twenty-week baseline and intervention periods, with weekly measures of fluency and comprehension. Posttests measured the intervention program's impact on the participants' fluency rates and comprehension skills. Results were evaluated through visual analyses of experimental data graphs and by conducting time series matched pair t confidence interval tests to determine the reading intervention program's impact on the participants' reading skills, as measured by AIMSweb reading fluency probes, STAR reading comprehension tests, and Woodcock Johnson IV tests of reading achievement. The study provided two potential benefits for participants, improved reading fluency rates and comprehension skills, and increased value-added measures of student performance on Ohio's Common Core State Standards tests; and a third unintended benefit, improved school district's and teachers' value-added evaluation scores on the Ohio State Report Card.