Implications Of Computer Assisted Instruction On The Math Skills Of Kindergarten Language Minority Students With Disabilities
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Author | : Jacqueline Natal |
Publisher | : |
Total Pages | : |
Release | : 1995 |
Genre | : Computer-assisted instruction |
ISBN | : |
Buffalo State College Master's project in Exceptional Education, 1995.
Author | : |
Publisher | : |
Total Pages | : 340 |
Release | : 1998 |
Genre | : Education |
ISBN | : |
Author | : Olivia N. Saracho |
Publisher | : Routledge |
Total Pages | : 502 |
Release | : 2019-12-13 |
Genre | : Education |
ISBN | : 1351609572 |
The importance of the early years in young children’s lives and the rigid inequality in literacy achievement are a stimulating backdrop to current research in young children’s language and literacy development. This book reports new data and empirical analyses that advance the theory of language and literacy, with researchers using different methodologies in conducting their study, with both a sound empirical underpinning and a captivating analytical rationalization of the results. The contributors to this volume used several methodological methods (e.g. quantitative, qualitative) to describe the complete concept of the study; the achievement of the study; and the study in an appropriate manner based on the study’s methodology. The contributions to this volume cover a wide range of topics, including dual language learners; Latino immigrant children; children who have hearing disabilities; parents’ and teachers’ beliefs about language development; early literacy skills of toddlers and preschool children; interventions; multimodalities in early literacies; writing; and family literacy. The studies were conducted in various early childhood settings such as child care, nursery school, Head Start, kindergarten, and primary grades, and the subjects in the studies represent the pluralism of the globe – a pluralism of language, backgrounds, ethnicity, abilities, and disabilities. This book was originally published as a special issue of Early Child Development and Care.
Author | : Rwey-Lin Shiah |
Publisher | : |
Total Pages | : 212 |
Release | : 1994 |
Genre | : |
ISBN | : |
Author | : John Thayer |
Publisher | : |
Total Pages | : 174 |
Release | : 1992 |
Genre | : Computer-assisted instruction |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 690 |
Release | : 1997 |
Genre | : Language and languages |
ISBN | : |
Author | : Debbie M. Whitman |
Publisher | : |
Total Pages | : 134 |
Release | : 1985 |
Genre | : Children with disabilities |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 776 |
Release | : 2002 |
Genre | : Dissertation abstracts |
ISBN | : |
Author | : Cheryl Cisero Durwin |
Publisher | : SAGE Publications |
Total Pages | : 681 |
Release | : 2016-12-01 |
Genre | : Education |
ISBN | : 1506310745 |
Now with SAGE Publications, Cheryl Cisero Durwin and Marla Reese-Weber’s EdPsych Modules uses an innovative implementation of case studies and a modular format to address the challenge of effectively connecting theory and research to practice. Each module is a succinct, stand-alone topic that represents every subject found in traditional chapter texts and can be used in any order for maximum flexibility in organizing your course. Each of the book’s eight units of modules begins with a set of four case studies–early childhood, elementary, middle school, and secondary–and ends with “Assess” and “Reflect and Evaluate” questions and activities to encourage comprehension and application of the research and theories presented. The case approach and the extensive pedagogy that support it allows students to constantly see the applications of the theories and research that they are studying in the text.
Author | : Karyn N. Erkfritz-Gay |
Publisher | : |
Total Pages | : 380 |
Release | : 2009 |
Genre | : Mathematics |
ISBN | : |
Past research has documented that the effectiveness of three different math strategies delivered to students via one-on-one instruction (i.e., cover-copy-compare (CCC); e.g., Skinner, Turco, Beatty, & Rasavage, 1989, traditional drill and practice (TDP); e.g., Cybriwsky & Schuster, 1990, and constant time delay (CTD); Kulik, 1994). This study examined the effects of these three strategies that were delivered via a computer (i.e., computer assisted instruction, CAI) on first-grade students' mathematics performance. Addition skills for numbers that sum to 10 or less served as the target mathematics area. Variables of interest included: accuracy as measured by number of problems completed correctly, fluency as measured by digits correct per minute, average latency to respond as measured by time taken for the student to respond divided by the number of problems attempted within the CAI program, and number of learning trials as measured by number of opportunities to respond to presented stimuli. Pre- and post-test addition probes were examined on two variables, accuracy, and fluency. Teacher and student acceptability were assessed using rating forms. Further, follow-up probes were administered at one-week and one-month following the completion of the computer program to assess fluency and accuracy generalization and maintenance from keyboard typed responses to written responses. Results indicated no statistically significant between group differences on the instructional variables of interest examined during the CAI program. Further, no statistically significant between group differences were found on accuracy and fluency scores on the post-test, one-week and one-month follow-up probes. Students generally found computer procedures acceptable. In addition, there were no differences found on the measure between the CAI groups. Teacher ratings suggested a preference toward TDP and CTD procedures over CCC procedures. Possible explanations for these results, implications of the findings, and avenues for future research are discussed.