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| Author | : E. Gail Harris |
| Publisher | : |
| Total Pages | : 156 |
| Release | : 1993 |
| Genre | : College student development programs |
| ISBN | : |
| Author | : Jay S. Blanchard |
| Publisher | : Newark, Del. : International Reading Association |
| Total Pages | : 220 |
| Release | : 1987 |
| Genre | : Education |
| ISBN | : |
Intended as a reference for researchers, teachers, and administrators, this book chronicles research, programs, and uses of computers in reading. Chapter 1 provides a broad view of computer applications in education, while Chapter 2 provides annotated references for computer based reading and language arts programs for children and adults in classroom and clinic settings, including LOGO, cloze procedure, language experience approach, special education, spelling, Native American education, and English as a second/foreign language. Chapter 3 introduces the reader to software evaluation guidelines and criteria, including references about the development of computer based reading programs and projects. Chapter 4 reviews computer based research on teaching reading, reading assessment, and psychological and physiological aspects of the reading process. Chapter 5 presents references on word processing, writing, and reading, and Chapter 6 offers explanations for the puzzling questions surrounding computer based readability and text analysis. References to computer based activities in reading readiness and beginning reading are presented in chapter 7, while chapter 8 discusses computer managed reading instruction. Chapter 9 details advances in computer based speech technology and reading instruction and the focus in chapter 10 is on text legibility and computers. Chapter 11 provides references about recent developments with CD ROMs (Compact Disk Read Only Memory) and CDIs (compact disk interactive), and chapter 12 summarizes by speculating on the importance of other emerging applications in computer based reading, such as simulations, artificial intelligence, programming and authoring systems, telecommunications and satellite communications, and robots. Two appendixes list companies that produce software and describe integrated learning systems that contain reading and language arts software. (SKC)
| Author | : Geneva M. Grooters |
| Publisher | : |
| Total Pages | : 94 |
| Release | : 1987 |
| Genre | : Computer-assisted instruction |
| ISBN | : |
| Author | : Marilyn Mahoney |
| Publisher | : |
| Total Pages | : 158 |
| Release | : 1992 |
| Genre | : Computer-assisted instruction |
| ISBN | : |
| Author | : Tara Bingham Silva |
| Publisher | : |
| Total Pages | : 35 |
| Release | : 2016 |
| Genre | : Education, Elementary |
| ISBN | : |
The i-Ready CAI program is a comprehensive educational software program designed to build reading skills and concepts in grades K-8, stand alone or to supplement existing curricula. The program's capability to individualize lessons, assess and track student progress, is aimed at keeping potentially "at risk" students at grade level. The purpose of this study is to determine the effectiveness of the i-Ready computerized reading program in improving the reading achievement of first graders. The results of this study may provide additional information regarding the effectiveness of CAI. This quantitative study was conducted at an elementary school located in a school district in the Central Valley of California during the 2014–2015 academic year. Students in both the treatment and control groups took an Open Court fluency pre and post test and a pre-and post test i-Ready reading diagnostic test determine if differences in reading and fluency achievement existed between the two groups. Students who participated in the i-Ready program, also participated in the daily core English language arts program. The treatment group (n = 40) took a pre i-Ready reading diagnostic test. The results from the i-Ready reading diagnostic test provided the teachers with each student’s reading level, pinpointed each student’s subskill needs and customized instruction according to each student’s placement level. The treatment group participated in i-Ready for 20-minute sessions 3 times a week for six consecutive weeks. The control group (n = 40) received instruction in the daily core English language arts program without computer assisted instruction. An ANCOVA was performed on the pre and post reading assessment data of first-grade students who participated in the i-Ready CAI program and first-grade students who did not. In overall reading achievement, the first-grade students who did not participate outperformed those who did. However, there was no significant difference in reading fluency achievement between the first-grade students who participated in the i-Ready CAI program and first-grade students who did not participate.
| Author | : Sandra Jean Hodge |
| Publisher | : |
| Total Pages | : 45 |
| Release | : 1994 |
| Genre | : Computer-assisted instruction |
| ISBN | : |
| Author | : Jeanne H. Crews |
| Publisher | : |
| Total Pages | : 84 |
| Release | : 2010 |
| Genre | : Reading (Elementary) |
| ISBN | : |
"This study explores the use of Reading Plus computer-assisted instructional software and AIMSweb benchmark probes to evaluate effectiveness of a Tier two intervention with third through sixth grade students in a Title I rural South Georgia elementary school."--Abstract p. i.
| Author | : Margaret A. Goodwin |
| Publisher | : |
| Total Pages | : 90 |
| Release | : 1994 |
| Genre | : Computer-assisted instruction |
| ISBN | : |
| Author | : Leeann Laschenski |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2022 |
| Genre | : Computer-assisted instruction |
| ISBN | : |
This study is about the efficacy of computer-assisted reading programs in a Pennsylvania middle school. This study aims to determine if there is a correlation between using computer-assisted reading programs and students’ reading assessment scores. The study also analyzes the relationship between students’ reading assessment scores and their grade level, gender, and ethnicity. This study pursued to answer the following questions: What is the effect of computer-assisted instruction on students’ reading assessment scores? What is the relationship between students’ reading assessment scores and their grade level, gender, and ethnicity? In the 21st century, schools all around the country engage computer-assisted reading programs. However, schools lack evidence of its effectiveness in student learning. This problem not only affects teachers’ planning but also affects student learning. The intent and spirit of the study will be to provide research evidence highlighting the efficacy of computer-assisted reading programs. The study results answered the two research questions and concluded that computer-assisted reading programs do not have much influence on student learning. Researchers can use this information and evidence for further investigation based on the study’s findings, such as using a larger population, different subject areas, and various computer-assisted learning programs. Computer-assisted learning is still in its infancy, and educators need more evidence to support their decisions to assist students in accessing their education.
| Author | : Diane S. Blodgett |
| Publisher | : |
| Total Pages | : 134 |
| Release | : 2001 |
| Genre | : Reading |
| ISBN | : |
"Since 1974, when the Individuals With Disabilities Education Act was first passed, three major trends have been merging, with dramatic changes for both special education teachers and students. These trends involved social change, legislative change, and technological change. While at first offering great, usually unqualified promise of revolutionizing special education reading instruction, these trends have developed into a more realistic, less emotional arena of "what really works and why?" While early pioneers in computer-assisted instruction were prophetic in defining and guiding the developments in this field, by applying improved hardware and software technology, especially interactive software developed and proven commercially, the role of the teacher and, by implication, teacher training and preparation, has been increasingly called into question. This thesis reviews the history of these trends as they merged into one national law, IDEA, and by drawing on those lessons and subsequent research, focuses on how teachers, teacher training institutions, and school districts can more effectively evaluate software, comply with the laws regarding Individual Education Plans (IEPs), and work to best deliver the specific individualized reading instruction that this author predicts will increasingly be mandated in more IEPs. As a final note, one classroom is examined in detail in light of the literature and research, to share what actually "works" for both assessment and computer-assisted reading instruction as mandated by formal IEP procedures for middle school special needs students in an urban setting."--leaf 4.
