The impact of technology-based reading programs on lower achievers' state reading assessment
Rhonda Suzanne Jacobs, Capella University, United States
Capella University . Awarded
Research concerning technology-based reading intervention is limited and additional studies are needed in this area of study. This study examined the individual intervention programs (Read 180 and Thinking Reader) for diverse 6th, 7th, and 8th graders in order to determine the gains per grade level on state standardized reading tests. This study recognizes the supportive theory of constructivist and how their contributions impact the understanding of students today. In order to meet the needs of all learners, the classroom calls for differentiated instruction. Both Read 180 and Thinking Reader are conducive to a differentiated classroom. An overview of No Child Left Behind, standardized assessment, low-level readers, reading intervention, and the impact of technology and reading intervention programs are all discussed in the literature review. The first research question examined whether a statistical significant gain existed or not in lower-achieving students' reading standardized test scores between the years before and the year after participating in the intensive reading intervention programs. The next research question analyzed whether there was a significant difference or not between students enrolled in Read 180 and students enrolled in Thinking Reader in their reading standardized test scores. The last research question examined if there was a significant difference in reading standardized test scores by specific grade level of students enrolled in Read 180 and Thinking Reader. The findings from this study concluded that students who were enrolled in the technology-based reading intervention programs did produce higher mean scores after they had received the reading intervention. The results indicated that there was no significant difference in student standardized reading test scores between the Read 180 group and the Thinking Reader group. Lastly, results showed that the gain in the 7th and 8th graders was significantly higher than the gain in the 6th graders.
Jacobs, R.S. The impact of technology-based reading programs on lower achievers' state reading assessment. Ph.D. thesis, Capella University.
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