Efficacy of a Computer-Based Program on Acquisition of Reading Skills of Incarcerated Youth

Autor/inn/en	Shippen, Margaret E.; Morton, Rhonda Collins; Flynt, Samuel W.; Houchins, David E.; Smitherman, Tracy
Titel	Efficacy of a Computer-Based Program on Acquisition of Reading Skills of Incarcerated Youth
Quelle	In: Remedial and Special Education, 33 (2012) 1, S.14-22 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510362512
Schlagwörter	Spelling; Reading Programs; Correctional Institutions; Reading Skills; Reading Instruction; Institutionalized Persons; Youth Opportunities; Youth Programs; Standardized Tests; Curriculum Based Assessment; Spelling Instruction; Intervention; Reading Improvement; Program Effectiveness; Achievement Gains; Control Groups; Experimental Groups; Comparative Testing; Juvenile Justice; Computer Assisted Instruction; Alabama + Suchen Sie Ihr Suchwort? Schreibweise; Jugendstrafvollzug; Reading skill; Lesefertigkeit; Leseunterricht; Jugendsofortprogramm; Standadised tests; Standardisierter Test; Orthographieunterricht; Rechtschreibunterricht; Achievement gain; Leistungssteigerung; Jugendgerichtshilfe; Computer based training; Computerunterstützter Unterricht
Abstract	Despite the importance of literacy skill training for incarcerated youth, a very limited number of empirically based research studies have examined reading instruction in correctional facilities. The purpose of this study was to determine whether the Fast ForWord computer-assisted reading program improved the reading and spelling abilities of incarcerated youth. A group of 51 incarcerated male youth identified by facility staff as low performers in reading composed the target group for this study. Both standardized and curriculum-based measures were employed to determine reading and spelling skill growth over an average of 24 sessions in an 11-week intervention. Results indicated no clear literacy skill improvement for the treatment group. Implications for future research are discussed. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10