Download or read book The Effects of a Computer assisted Reading Program on the Oral Reading Fluency Comprehension and Generalization of At risk Urban Second grade Students written by Starr E. Keyes and published by . This book was released on 2010 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study examined the effectiveness of a computer-assisted reading program, Read Naturally (RN), on the oral reading fluency (ORF), comprehension, and generalization of second graders who were at risk for reading failure. Six students received the intervention (RN) three to four times a week for approximately 7 to 12 weeks. All six students were trained to use the RN program, and were able to advance through the sequence of instructional activities with little to no assistance. The instructional sequence included: key words, cold timing, read along, practice reading, a comprehension quiz, pass timing, and word retell.
Download or read book The Effects of a Computer assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of Second Grade Students At risk written by Jessica Gittings Bennett and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Results indicate that after 7-13 weeks the packaged intervention was effective on increasing the oral reading fluency and comprehension of practiced culturally relevant passages for all participants. The intervention was also effective on increasing the oral reading fluency and comprehension on six of the participants on novel AIMSweb passages. These findings extend the research base supporting the use of repeated readings for second-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.
Download or read book An Investigation of the Effects of a Computer assisted Reading Program on the Oral Reading Fluency and Comprehension of Elementary Students written by Margaret Carol Bush and published by . This book was released on 2014 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: An important reading skill that is often overlooked by educators is reading fluency. There is a paucity of studies that have investigated computer programs that address this and other critical reading skills. Reading AssistantTM is a form of computer assisted instruction that uses speech recognition technology and research supported strategies to target reading fluency, vocabulary, and comprehension. The purpose of the present study was to examine the effects of Reading AssistantTM on the oral reading fluency and comprehension skills of second through third grade students considered at risk for reading failure. A total of eight participants were involved in this study across a 6- to 8-week intervention period. In order to evaluate the impact of Reading AssistantTM, a multiple baseline across participants design was used. Multiple sources of data were collected to determine the overall effectiveness of the Reading AssistantTM computer program. Data for reading fluency was collected using AIMSweb reading curriculum based measurement (CBM) probes while data for reading comprehension was collected using AIMSweb maze CBM probes. The effect of the Reading AssistantTM computer program was also evaluated by determining the rate of improvement (ROI) as well as by calculating the percentage of non-overlapping data points (PND). The results of this study suggest that Reading AssistantTM may have been somewhat effective for improving the oral reading fluency and reading comprehension skills, but only for some of the participants. The effect size data do not provide a convincing demonstration that Reading AssistantTM had a substantial impact on the majority of struggling readers involved in this study. Further research is needed to establish the effectiveness of Reading AssistantTM as an intervention for reading fluency.
Download or read book The Effects of a Computer assisted and Culturally Relevant Repeated Intervention on the Oral Reading Fluency of First Grade Students at Risk written by DeLayna Green (R.) and published by . This book was released on 2015 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book How a Computer Assisted Instructional Program Affects the Reading Fluency of a Selected Group of 2nd Grade Students written by Sharlese Louise James and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effectiveness of Headsprout Early Reading to augment fluency abilities for second grade students in an urban public school system. Headsprout, a Computer-Assisted Instruction program (CAI), provided internet-based reading instruction based on the National Reading Panel's recommendations. All second grade students were assessed to determine who would use the program. Second grade students who participated in Headsprout sessions were compared with second grade students who did not use Headsprout. All participants were assessed again at the end of the study.Analysis of the students' gains was conducted using a Repeated Measures Analysis of Variance (R-ANOVA). It revealed that the participants showed more growth from their entry benchmark and exit benchmark scores than from their entry benchmark and mid-entry benchmark scores. Results of a Regression-Discontinuity Data design approach analysis showed an observable "discontinuity" between the mean averages for the treatment group and control group. Overall, results were more significant for those studentswho had participated in the program.
Download or read book The Effects of a Computer assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners who are At risk for Reading Failure written by Mariah E. Barber and published by . This book was released on 2015 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results indicate that after 7-11 weeks of intervention, the participants had increased their ORF and comprehension of novel and practiced CR passages. The intervention was also effective for increasing ORF and comprehension scores for novel AIMSweb passages, but to a lesser extent than observed for CR passages. These finding extend the research supporting the usage of Repeated readings for first grade ELL students using computer-assisted instruction to supplement reading instruction. Limitations, directions for future research, and implications for practice are also offered.
Download or read book Effects of a Computer Assisted Intervention in Second Graders with Attention and Literacy Problems written by Amanda Bostian and published by . This book was released on 2011 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Previous research has linked inattention with reading problems. Moreover, children with combined reading and attention problems have significantly worse later academic outcomes. Few studies have focused on the effectiveness of computer-assisted interventions for children with reading and attention problems. The purpose of this study was to examine the effects of a computerized early literacy intervention on the on-task behavior and oral reading fluency of three second-graders with teacher- and parent-rated attention problems. A multiple baseline design across participants was utilized in order to examine the intervention effectiveness. Results suggest that the Earobics intervention was effective in increasing oral reading fluency and on-task behavior across participants, providing additional evidence to suggest the intervention is effective for increasing reading fluency as well as attention to literacy instruction via computer-assisted program. Limitations and implications of the findings are presented.
Download or read book An Impact Analysis of Computer Assisted Instruction on the Reading Skills of Students with Disabilities written by David A. Reiser and published by . This book was released on 2018 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: This 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.
Download or read book The Effects of Computerized Reading Instruction on Comprehension of Second Graders written by Angela D. Whitaker and published by . This book was released on 2009 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study examined the effects of using a computer-assisted program (Read Naturally) with reading comprehension on second graders who were below grade-level expectations in reading. A multiple baseline across students was used for this study. The design consisted of three tiers with two students in each tier for a total of six students. The procedures for the intervention were: students learned key words in the story, made a prediction, one-minute timed reading, read along with the computer, independent practiced reading, comprehension test, and retell the story. Results from this study support the effectiveness of the program to increase reading comprehension for all six participants.
Download or read book Educating the Other America written by Susan B. Neuman and published by Brookes Publishing Company. This book was released on 2008 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Breaking the cycle of poverty by improving education and literacy: that's the ultimate goal of this trailblazing book from top experts. Educating the Other America brings together more than 30 of the biggest names in education to tackle the challenges faced by children who live below the poverty line - and offer fresh, cutting-edge ideas for closing the achievement gap." "Representing the most creative thinking from the best minds in education, this groundbreaking resource illuminates the challenges of poverty and gives professionals the knowledge they need to help students succeed - both in school and for the rest of their lives."--BOOK JACKET.
Download or read book Computer assisted Reading written by Mary E. Farmer and published by . This book was released on 1992 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Computer assisted Reading Instruction written by Beth Case Jaeb and published by . This book was released on 1992 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Evaluation of a Computer assisted Reading Program for At Risk Students written by Carol Anne Woehler and published by . This book was released on 1994 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading for Understanding written by Catherine Snow and published by Rand Corporation. This book was released on 2002-04-18 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: In fall 1999, the Department of Education's Office of Educational Researchand Improvement (OERI) asked RAND to examine how OERI might improve thequality and relevance of the education research it funds. The RAND ReadingStudy Group (RRSG) was charged with developing a research framework toaddress the most pressing issues in literacy. RRSG focused on readingcomprehension wherein the highest priorities for research are: (1)Instruction
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Computer Assisted Instruction on the Reading Fluency of Learning Disabled Fourth Grade Students written by Charlotte B. Watson and published by . This book was released on 2005 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Computer assisted Reading Instruction on the Basic Reading Skills of Students with Developmental Disabilities written by Sara Moore Snyder and published by . This book was released on 2017 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study evaluated the effects of a computer-assisted reading program, Mindplay Virtual Reading Coach (MVRC) on the basic reading skills of three elementary students served in a classroom for students with developmental disabilities, including autism spectrum disorder and intellectual disability. A multiple baseline across participants design with regulated randomization was used to evaluate the effects of MVRC on basic reading skills as assessed by three curriculum based measurement (CBM) reading assessments. While some participants showed improvements on specific CBM measures, the results were not consistent across participants nor statistically significant using non-parametric statistical analysis. The study lasted six months; however, even with daily intensive instruction, this may not have been long enough to show any significant change in reading skills. Directions for future research and implications for educational practice are discussed.
