Download or read book The Effects of the I Ready Computer Assisted Instruction Program on the Reading and Fluency Achievement of First Graders written by Tara Bingham Silva and published by . This book was released on 2016 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
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 Responsive and Sustainable Educational Futures written by Olga Viberg and published by Springer Nature. This book was released on 2023-09-30 with total page 795 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book constitutes the proceedings of the 18th European Conference on Technology Enhanced Learning, EC-TEL 2023, held in Aveiro, Portugal, in September 2023. The 34 full papers included in this volume were carefully reviewed and selected from 126 submissions. Additionally, 24 posters and 16 demonstration papers were included in the proceedings. The papers focus on sustainable teaching and learning practices in the post-pandemic educational ecosystem.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 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 Effects of Computer Assisted Instruction on the Acquisition of First Grade Phonics Skills written by Lynn R. Klett and published by . This book was released on 2013 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 The Effect of Computer assisted Instruction Upon Reading Achievement with Selected Fourth grade Children written by Virginia Bryg and published by . This book was released on 1984 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 The Effect of Computer Assisted Instruction on First Grade Phonics and Mathematics Achievement Computation written by Sandra L. Abram and published by . This book was released on 1984 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 the Computer Component of the Headsprout Early Reading Program on the Acquisition of Reading Skills for Elementary Aged Students with Moderate to Intensive Intellectual Disabilities written by Sarah Blaine and published by . This book was released on 2015 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Effects of Computer Assisted Instruction and Reading Achievement written by Peggy McLaughlin Thomas and published by . This book was released on 1999 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Effects of Computer assisted Instruction on the Reading Achievement of At risk Students written by Sandra Jean Hodge and published by . This book was released on 1994 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Response to Intervention on Reading Achievement written by Jeanne H. Crews and published by . This book was released on 2010 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: "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.
Download or read book Incorporating Computer Assisted Instruction Into the Reading Program written by Margaret Morrison and published by . This book was released on 1988 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
