An investigation of the effects of computer-assisted reading instruction versus traditional reading instruction on selected high school freshmen
Carol Ann Dunn, Loyola University Chicago, United States
Loyola University Chicago . Awarded
This study investigated the effects of a traditional reading course versus a computer assisted reading course on at-risk ninth grade students. A group of 141 ninth grade students were enrolled in a mandatory reading workshop course over a two-year period. The Iowa Tests of Basic Skills (ITBS) was used as a pretest and the Tests of Achievement and Proficiency (TAP) was used as a posttest. Students entered the reading workshop course based on the results of eighth grade ITBS reading comprehension scores that were two or more years below ninth grade reading level. Seventy-eight students in the control group received traditional reading instruction during the 1998–1999 school year. Sixty-three students in the experimental group received computer assisted reading instruction during the 1999–2000 school year.
The study investigated three research questions: (1) Is there a difference between the reading comprehension performance of research subjects receiving traditional reading instruction and subjects receiving computer assisted instruction? (2) Is there a difference between experimental and control subjects in reading performance related to gender? and (3) Is there a correlation between the reading performance scores of subjects on the pretest measure (ITBS) and the posttest measure (TAP)?
There was significant improvement from pretest to posttest for both the experimental and control groups. The experimental group, however, outperformed the control group in reading comprehension performance. The mean posttest scores indicated that females, overall, outperformed, males regardless of treatment condition. Females in the experimental group outperformed males and females in the control group. A significant correlation was found between the ITBS and TAP reading performance scores for both groups. The findings indicate that computer assisted reading instruction as an intervention may increase reading comprehension performance on a standardized test measure.
Dunn, C.A. An investigation of the effects of computer-assisted reading instruction versus traditional reading instruction on selected high school freshmen. Ph.D. thesis, Loyola University Chicago.
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