Reading is a fundamental skill that is used throughout life and across various content areas as a means of attaining knowledge. Students struggle with the ability to understand written text. The purpose of this quantitative quasi-experimental study was to determine the degree of effectiveness of computer-assisted instruction on improving the reading achievement skills of eighth-grade students. The sample drawn from a South Florida middle school was randomly assigned to two groups of students and tested at the beginning and end of a nine-week period with the Diagnostic Assessment Test in order to assess growth. One group of students received computer-assisted instruction. The second group of students received traditional instruction. Reading achievement scores of students in the group that received the computer-assisted instruction were lower than those of their peers at pretest. The reading achievement score of both groups of students were the same at posttest. The use of computer-assisted instruction during reading instruction did not result in an increase of reading comprehension. Implications, limitations, and recommendations based on these findings are provided.
|Commitee:||Hefner, Yvonne, Poore, Everett|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 80/08(E), Dissertation Abstracts International|
|Subjects:||Middle School education, Reading instruction, Educational technology|
|Keywords:||Middle school, Reading intervention, Technology, Traditional instruction|
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