Comparative Effects of Computer-Based Reading Programs on the Early Literacy Skills of At-Risk Students

Autor/inn/en	Pindiprolu, Sekhar S.; Forbush, David E.
Titel	Comparative Effects of Computer-Based Reading Programs on the Early Literacy Skills of At-Risk Students
Quelle	In: Journal of Educational Technology Systems, 50 (2021) 2, S.255-272 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Pindiprolu, Sekhar S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
DOI	10.1177/00472395211040048
Schlagwörter	Outcomes of Education; Computer Assisted Instruction; Reading Instruction; Reading Difficulties; Reading Skills; Beginning Reading; Reading Programs; After School Programs; At Risk Students; Reading Fluency; Instructional Effectiveness; Emergent Literacy; Reading Tests; Elementary School Students; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Computer based training; Computerunterstützter Unterricht; Leseunterricht; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Erstleseunterricht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Unterrichtserfolg; Frühleseunterricht; Lesetest
Abstract	Students displaying reading difficulties/disabilities at the end of third grade are unlikely to succeed in content areas and graduate from high school. One alternative to meeting the learning needs of students is to provide explicit instructional support in basic literacy skills through computer-based reading programs via after-school programs. This study examined the effects of two computer-based reading programs on the reading skills of 71 randomly assigned at-risk students using a pre-post-test design. Furthermore, tutor and students' perceptions regarding the effectiveness and desirability of the programs were examined. The results indicated that there was a statistically significant difference between the programs on the Word Use Fluency measure and both computer-based programs were effective in facilitating the growth of basic early literacy skills of students at-risk for reading failure. A description of the computer programs, results, implications, and limitations of the study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01