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| Author | : Lynn R. Klett |
| Publisher | : |
| Total Pages | : 127 |
| Release | : 2013 |
| Genre | : Computer-assisted instruction |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : |
| Release | : 2003 |
| Genre | : English language |
| ISBN | : |
Author's abstract: "This study was undertaken to examine the effects of computer assisted instruction on the acquisition of phonemic awareness skills of kindergarten students as measured by the Phonomeic Awareness Literacy Screening-Kindergarten. Gain scores were calculated after a twenty-five week period of using the Earobics Step 1TM computer software with the experimental group and compared to the control group not using the Earbics Step 1TM software. The results of a two-tailed t test on these gain scores show evidence that computer assisted instruction may help in the acquisition of beginning sound identification, one sub-skill of phonemic awareness skills."
| Author | : Sandra L. Abram |
| Publisher | : |
| Total Pages | : 142 |
| Release | : 1984 |
| Genre | : Computer-assisted instruction |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 376 |
| Release | : 1998 |
| Genre | : Education |
| ISBN | : |
| Author | : Peggy D. McCardle |
| Publisher | : Brookes Publishing Company |
| Total Pages | : 536 |
| Release | : 2004 |
| Genre | : Education |
| ISBN | : |
A masterful synthesis of information from leading experts in the field, this accessible resource helps school administrators, educators, and specialists answer complex questions about scientifically based reading research and make informed choices about t
| Author | : DeLayna Green (R.) |
| Publisher | : |
| Total Pages | : 124 |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
The intervention was also effective for increasing the oral reading fluency and comprehension on all 4 of the participants on novel AIMSweb passages. These findings add to the research base supporting the use of repeated readings for first-grade students via computer-assisted instruction to supplement instruction. Further, the findings suggest that skill acquisition and generalization might be promoted by the use of culturally relevant materials. Limitations, directions for future research, and implications for practice are offered.
| Author | : Thomas B. Scott |
| Publisher | : Nova Publishers |
| Total Pages | : 256 |
| Release | : 2008 |
| Genre | : Education |
| ISBN | : 9781604560350 |
This new book focuses on the that latest research gains in the field of educational technology which is a creative blending of 'idea' and 'product' technologies with subject-matter content in order to engender and improve teaching and learning processes. Educational technology is often associated with the terms instructional technology or learning technology. 'Product' technologies are tangible; for example, computer hardware or software. 'Idea' technologies are cognitive frameworks or schemes; for example, the Multiple Intelligence Theory proposed by Howard Gardner. When products are thoughtfully blended with subject matter content (such as mathematics or science concepts) for a specific audience in a specific educational context (such as a school), one is using 'educational technology'. The words educational and technology in the term educational technology have the general meaning. Educational technology is not restricted to the education of children, nor to the use of high technology.
| Author | : |
| Publisher | : |
| Total Pages | : 936 |
| Release | : 1970 |
| Genre | : Education |
| ISBN | : |
| Author | : Sarah Blaine |
| Publisher | : |
| Total Pages | : 72 |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
This study examined the effects of the computer assisted instruction Internet based program Headsprout Early Reading, specifically the computer component, on the acquisition of early reading skills in students with moderate to intensive intellectual disabilities. Student performance was assessed using materials from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 6th edition. The participants were first and second graders diagnosed with a moderate to intensive intellectual disability. A multiple-baseline across participants was used to evaluate the effectiveness of the intervention. Findings indicated that there were improvements in acquisition of some early reading skills based on the results of the Initial Sound Fluency assessment and Nonsense Word Fluency, however a functional relation was not demonstrated for any of the DIBELS measures.
| Author | : Rena Coleman Edwards |
| Publisher | : |
| Total Pages | : 120 |
| Release | : 1990 |
| Genre | : Composition (Language arts) |
| ISBN | : |
