Literaturnachweis - Detailanzeige
| Autor/in | Reed, Marissa S. |
|---|---|
| Titel | A Comparison of Computer-Based and Multisensory Interventions on At-Risk Students' Reading Achievement |
| Quelle | (2013), (152 Seiten)
PDF als Volltext D.Ed. Dissertation, Indiana University of Pennsylvania |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3035-7109-1 |
| Schlagwörter | Hochschulschrift; Dissertation; At Risk Students; Reading Achievement; Intervention; Comparative Analysis; Reading Programs; Computer Assisted Instruction; Multisensory Learning; Reading Instruction; Program Effectiveness; Pretests Posttests; Statistical Analysis; Reading Skills; Oral Reading; Reading Fluency; Decoding (Reading); Reading Comprehension |
| Abstract | Over thirty years of extant literature exists regarding reading instruction, yet consensus in the field continues to diverge in the area of reading intervention. Despite the establishment of research-based programs in all five areas of reading (phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension), educators continue to implement interventions that do not have an established research base. This study sought to examine the effectiveness of two different reading interventions within a school district. Groups of students who received the Fast ForWord computerized reading intervention, published by Scientific Learning, were compared to other students who received an Orton-Gillingham-based intervention, the Sonday program. A third group of students who received both interventions were also included in the study. Students who did not receive any intervention were utilized as a control group. The interventions were implemented over one school year. Post-test scores were adjusted for pre-test differences using analysis of covariance statistical procedures. Results indicated that no differences existed between groups in the areas of basic reading skills and oral reading fluency, but modest post-intervention differences were found in the areas of word reading, pseudoword decoding, and reading comprehension skills, with the Sonday group demonstrating slightly higher reading comprehension skills than the Fast ForWord group, and the Fast ForWord group demonstrating slightly higher means in word reading and pseudoword decoding than the other three groups. Participation in both the Fast ForWord and Sonday interventions did not result in higher post-intervention adjusted means. Control participants had the highest post-test adjusted means. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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