Computer-Assisted Learning in Elementary Reading: A Randomized Control Trial

Autor/inn/en	Shannon, Lisa Cassidy; Styers, Mary Koenig; Wilkerson, Stephanie Baird; Peery, Elizabeth
Titel	Computer-Assisted Learning in Elementary Reading: A Randomized Control Trial
Quelle	In: Computers in the Schools, 32 (2015) 1, S.20-34 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2014.969159
Schlagwörter	Computer Assisted Instruction; Reading Instruction; Elementary School Students; Instructional Effectiveness; Reading Improvement; Progress Monitoring; Hierarchical Linear Modeling; Comparative Analysis; Grade 1; Grade 2; Grade 3; Grade 4; Reading Achievement; Fidelity; Pretests Posttests; Observation; Interviews + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Leseunterricht; Unterrichtserfolg; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Beobachtung; Interviewing; Interviewtechnik
Abstract	This study evaluated the efficacy of Accelerated Reader, a computer-based learning program, at improving student reading. Accelerated Reader is a progress-monitoring, assessment, and practice tool that supports classroom instruction and guides independent reading. Researchers used a randomized controlled trial to evaluate the program with 344 first- through fourth-grade students in three schools in a large Midwestern U.S. city. The results of hierarchical linear modelling analyses indicated that the computer-assisted learning program had a statistically significant positive impact on student reading gains when compared with traditional reading instruction alone. The impact corresponded to a moderate effect size (d = 0.38). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01