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ERIC Number: EJ1102789
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Effects of Extensive Engagement with Computer-Based Reading and Language Arts Instructional Software on Reading Achievement for Sixth Graders
Securro, Samuel, Jr.; Jones, Jerry D.; Cantrell, Danny R.
Journal on School Educational Technology, v6 n1 p60-69 Jun-Aug 2010
K-12 school practitioners and schools administrators need reliable results about the effects of instructional technology products as they strive to meet achievement compliance levels in politically accountable local and national contexts in the U.S. This study presents evidence regarding the effects of extensive engagement with computer-based instructional software on the reading achievement of 86 6th graders, within a backdrop of two previous similar investigations at the same middle school between AY 2003-2007. A treatment group received computer-based, reading instruction for 24 weeks x 90 minutes weekly in addition to four, 90 minute blocks of conventional instruction. Control peers received conventional instruction in five, 90 minute blocks per week. Comparisons of achievement scores on year-end, standardized reading tests yielded substantial gains for treatment subjects compared to controls, with an effect size of 0.92. Girls significantly outperformed boys and those not receiving lunch funding did significantly better than those receiving lunch funding. The conclusion is that extensive software engagement combined with in class instruction is an effective instructional context for enhancing reading achievement. Recommendations for further research suggest a "repeated trials" model in the same settings to give fidelity to curriculum, research methodology and the socio-cultural context for students and school.
Descriptors: Computer Assisted Instruction, Reading Instruction, Language Arts, Computer Software, Reading Achievement, Grade 6, Middle School Students, Educational Technology, Evidence, Experimental Groups, Control Groups, Conventional Instruction, Comparative Analysis, Reading Tests, Achievement Tests, Scores, Standardized Tests, Achievement Gains, Effect Size, Gender Differences, Lunch Programs, Blended Learning, Outcomes of Education, Criterion Referenced Tests, Quasiexperimental Design, Intervention, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Secondary Education; Junior High Schools
Authoring Institution: N/A
Identifiers - Location: West Virginia