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| Author | : Marilyn Mahoney |
| Publisher | : |
| Total Pages | : 158 |
| Release | : 1992 |
| Genre | : Computer-assisted instruction |
| 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 | : Lawrence J. Fausti |
| Publisher | : |
| Total Pages | : 400 |
| Release | : 1999 |
| Genre | : African American college students |
| ISBN | : |
Studies the effects of introducing computer-aided instruction (CAI) into the developmental reading program at Bethune-Cookman, a historical black college with a large population of at-risk African-American students. Over 60% of the developmental students are unable to meet the exit criteria, defined as scoring 12.1 grade equivalent on the Nelson-Denny Reading Test exit exam. Required to re-enroll in the non-credit course and repeat the material, students continue to fail, resulting in a cycle of failure which impacts their attitude toward the developmental reading program and reading in general. This study compared two developmental teaching methods to determine if CAI (experimental) was more effective in improving the reading skills of at-risk students versus text-based course (control). Using a sample population of 454 college students, the research determined that one semester of CAI did not significantly increase the passing rate. To determine if two semesters of the same teaching method impacted the passing rate, statistics were gathered on participating research students who failed to exit during the Fall term. This sample population re-enrolled in the same teaching method for the Spring term and included 35 control and 32 experimental students. Students who repeated CAI had a 47% passing rate, while students who repeated the text-based course had a 29% passing rate. Female CAI students appeared to persist and succeed at a higher rate (71%) than male students. A longitudinal study is suggested, however impacting and improving the way students view developmental reading is a focal point for this research. By providing students with an alternative teaching method, at-risk students were given the opportunity to experience academic improvement and success.
| Author | : E. Gail Harris |
| Publisher | : |
| Total Pages | : 156 |
| Release | : 1993 |
| Genre | : College student development programs |
| ISBN | : |
| Author | : Valerie Karen Anderson |
| Publisher | : |
| Total Pages | : 177 |
| Release | : 1992 |
| Genre | : English language |
| 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 | : |
| Publisher | : |
| Total Pages | : 1196 |
| Release | : 1973-05 |
| Genre | : Education |
| ISBN | : |
| Author | : Linda Ewing Pride |
| Publisher | : |
| Total Pages | : 61 |
| Release | : 2004 |
| Genre | : Algebra |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 938 |
| Release | : 1969 |
| Genre | : Education |
| ISBN | : |
| Author | : Geneva M. Grooters |
| Publisher | : |
| Total Pages | : 94 |
| Release | : 1987 |
| Genre | : Computer-assisted instruction |
| ISBN | : |
