An Investigation Of The Impact Of Computer Assisted Instruction On Reading Comprehension Of Middle School Sixth Grade Students In A Rural South Carolina School District
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Author | : Delphine J. Gillard |
Publisher | : |
Total Pages | : 12 |
Release | : 2010 |
Genre | : CompassLearning Computer Assisted Instruction |
ISBN | : |
Author | : Jeanne H. Crews |
Publisher | : |
Total Pages | : 84 |
Release | : 2010 |
Genre | : Reading (Elementary) |
ISBN | : |
"This study explores the use of Reading Plus computer-assisted instructional software and AIMSweb benchmark probes to evaluate effectiveness of a Tier two intervention with third through sixth grade students in a Title I rural South Georgia elementary school."--Abstract p. i.
Author | : David A. Reiser |
Publisher | : |
Total Pages | : 400 |
Release | : 2018 |
Genre | : Learning disabled children |
ISBN | : |
This quantitative, quasi-experimental research study was designed to determine the impact of a computer assisted reading instruction program on the fluency rates and comprehension skills of third and fourth grade students with reading disabilities at an Ohio suburban-metropolitan elementary school. Pretests established the participants' baseline reading skills. The participants' reading progress was monitored, during twenty-week baseline and intervention periods, with weekly measures of fluency and comprehension. Posttests measured the intervention program's impact on the participants' fluency rates and comprehension skills. Results were evaluated through visual analyses of experimental data graphs and by conducting time series matched pair t confidence interval tests to determine the reading intervention program's impact on the participants' reading skills, as measured by AIMSweb reading fluency probes, STAR reading comprehension tests, and Woodcock Johnson IV tests of reading achievement. The study provided two potential benefits for participants, improved reading fluency rates and comprehension skills, and increased value-added measures of student performance on Ohio's Common Core State Standards tests; and a third unintended benefit, improved school district's and teachers' value-added evaluation scores on the Ohio State Report Card.
Author | : |
Publisher | : |
Total Pages | : 428 |
Release | : 1987 |
Genre | : Dissertations, Academic |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 936 |
Release | : 1970 |
Genre | : Education |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 760 |
Release | : 2001 |
Genre | : Education |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 806 |
Release | : 1997 |
Genre | : Dissertation abstracts |
ISBN | : |
Author | : Jennifer Perez |
Publisher | : |
Total Pages | : 90 |
Release | : 2006 |
Genre | : Computer programs |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 1252 |
Release | : 1989 |
Genre | : Dissertations, Academic |
ISBN | : |
Author | : Rebecca Love Palculict |
Publisher | : |
Total Pages | : 0 |
Release | : 2022 |
Genre | : Mathematics |
ISBN | : |
In today’s increasingly technologically-driven classroom, exploring whether computer-assisted instruction ensures students gain critical mathematic skills is an important area of study. The purpose of this study was to explore the effect of computer-assisted instruction in learning manipulation of fractions. This study used archival data collected in August 2021 (pre-test) and January 2022 (post-test). Sixty-nine fifth-grade students in a middle school in rural Mississippi were participants in the study. This quantitative quasi-experimental pre-test/post-test control group design analyzed data from the i-Ready diagnostic using an Analysis of Covariance. Results indicated a significant difference between the post-test scores of students who received interventions and those who did not receive interventions when controlling for the pre-test scores. Results indicated that computer-based interventions have a significant impact on student learning. Further research is recommended to explore the impact across grade levels.