A Preliminary Investigation of Supplemental Computer-Assisted Reading Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Urban Students

Gibson, Lenwood; Cartledge, Gwendolyn; Keyes, Starr E.

doi:10.1007/s10864-011-9136-7

Cited by 22 publications

(16 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The gains found for the intervention group in reading accuracy and comprehension support the first hypothesis and are in line with previous research showing the effectiveness of computerized reading intervention programmes (Gibson et al, 2011;Kim et al, 2006;Torgesen et al, 2010). These findings support the use of silent reading (Kuhn, 2004;Reutzel et al, 2012), repeated reading (Armstrong & Hughes, 2012;Karweit & Wasik, 1996;Therrien et al, 2006), controlled decodable vocabulary and vocabulary instruction (Karweit & Wasik, 1996;Lovett et al, 2003), reading along with the computer (Basil & Reyes, 2003;Swanson et al, 2011), increasingly difficult texts (Chard et al, 2002), question and answering (Karweit & Wasik, 1996) and immediate corrective feedback (Chard et al, 2002;Hall et al, 2000) as an effective combined method of improving reading comprehension.…”

Section: Discussionsupporting

confidence: 90%

“…Several researchers have shown computerized reading interventions to be effective for improving letter knowledge, phonological skills, word reading and spelling across a number of languages (Brem et al, 2010;Huemer, Landerl, Aron, & Lyytinen, 2008;Kyle, Kujala, Richardson, Lyytinen, & Goswami, 2013;Lonigan et al, 2003;Savage, Abrami, Hipps, & Deault, 2009;Saine, Lerkkanen, Ahonen, Tolvanen, & Lyytinen, 2011). Furthermore, other studies have shown computerized interventions to be effective at increasing reading comprehension in relatively short time periods of up to 16 weeks, with pupils enjoying the programmes and wishing to continue using them (Gibson et al, 2011;Kim et al, 2006;Torgesen et al, 2010). However, there is little evidence of significant increases in reading rate in previous studies.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Reading Comprehension: A Computerized Intervention with Primary‐age Poor Readers

Horne

2017

Dyslexia

View full text Add to dashboard Cite

The current study investigates the effectiveness of a computerized reading comprehension programme on the reading accuracy, reading comprehension and reading rate of primary-age poor readers. There is little published literature relating to computerized reading interventions in UK primary schools, and no previous studies have investigated the Comprehension Booster programme. Thirty-eight children (26 boys and 12 girls; aged 6:7 to 11:0) from two schools in East Yorkshire, UK, took part. Half of the participants (the intervention group) undertook the Comprehension Booster programme for a 6-week period, whilst the other half (the control group) continued with their usual teaching. Significant effects of the intervention were found, with increases in reading accuracy and reading comprehension for the intervention group. It is concluded that computerized reading programmes can be effective in improving reading skills, and these are particularly useful for pupils with reading difficulties in disadvantaged areas, where resources are limited and family support in reading is lower. However, such programmes are not a replacement for good teaching, and regular monitoring of children with reading difficulties is required. Further research is necessary to compare the programme used here to other conventional and computerized intervention programmes, using a larger sample. Copyright © 2017 John Wiley & Sons, Ltd.

show abstract

Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Reading Comprehension: A Computerized Intervention with Primary‐age Poor Readers

Horne

2017

Dyslexia

View full text Add to dashboard Cite

show abstract

“…Together, these findings suggest that the time spent on MVRC maps directly onto improvements in the central skill of reading fluency. This builds upon the broader literature on the importance of filling gaps in fundamental reading skills (e.g., Gibson et al, 2011). Importantly, we found that the intervention helped improve reading fluency even for children from middleclass homes who are not specifically at risk for reading failure (Districts 2 and 3).…”

Section: Strengths Of the Mvrcsupporting

confidence: 72%

MindPlay Virtual Reading Coach: Does It Affect Reading Fluency in Elementary School?

et al. 2019

View full text Add to dashboard Cite

Important strides have been made in the science of learning to read. Yet, many students still struggle to attain reading proficiency. This calls for sustained efforts to bridge theoretical insights with applied considerations about ideal pedagogy. The current study was designed to contribute to this conversation, namely by looking at the efficacy of an online reading program. The chosen reading program, referred to as MindPlay Virtual Reading Coach (MVRC), emphasizes the mastery of basic reading skills to support the development of reading fluency. Its focus on basic skills diverges from the goal of increasing reading motivation. And its focus on reading fluency, vs. broad literacy achievement, offers an alternative to already existing reading enrichment. In order to test the efficacy of MVRC, we recruited three school districts. One district provided data from elementary schools that used the MVRC program in Grades 2 to 6 (N = 2,531 total). The other two districts participated in a quasi-experimental design: Six 2nd-grade classrooms and nine 4th-grade classrooms were randomly assigned to one of three conditions: (1) instruction as usual, (2) instruction with an alternative online reading program, and (3) instruction with MVRC. Complete data sets were available from 142 2nd-graders and 172 4th-graders. Three assessments from the MVRC screener were used: They assessed reading fluency, phonic skills, and listening vocabulary at two time points: before and after the intervention. Results show a clear advantage of MVRC on reading fluency, more so than on phonics or listening vocabulary. At the same time, teachers reported concerns with MVRC, highlighting the challenge with reading programs that emphasize basic-skills mastery over programs that seek to encourage reading.

show abstract

“…Research has backed up the importance of providing support through using new literacy tools for struggling readers (Anderson-Inman & Horney, 2007;Boone & Higgins, 2007;Cheung & Slavin, 2013;Slavin, Lake, Davis, & Madden, 2011;Wasik & Slavin, 1993). Although there is abundant research on the use of educational technology in literacy practices (Cheung & Slavin, 2013;Falth, Gustafson, Tjus, Heimann, & Svensson, 2013;Gibson, Cartledge, & Keyes, 2011;Laverick, 2014), not many of them focus on the use of educational technology in the reading practices of struggling readers.…”

Section: Introductionmentioning

confidence: 99%

A Case Study: Literacy Experiences of Struggling Readers with Interactive Digital Books

Demiroz¹

2020

Trakya Eğitim Dergisi

View full text Add to dashboard Cite

Standart testerde seviyesinden bir veya daha az seviyede çıkan kişiler okuma-yazma güçlüğü çeken okuyucular olarak nitelendirilir. Bu bireylerin güçlük çekmesinin değişik sebepleri olabilir. Günümüz teknolojilerinin yardımıyla, eğitim teknolojilerinden faydalanarak, bu bireylerin okumayazma sorunları azaltılabilir ve hatta ortadan kaldırılabilir. Bu çalışmada, interaktif dijital kitaplar kullanarak, Orta Amerika'da bir ilkokulda altı 3. sinif öğrencisinin okuma-yazma tecrübeleri incelenmiştir. Bu çalışmada nitel veri analizi kullanılmıştır. Araştırma, okuma-yazma güçlüğü çeken okuyucuların, interaktif dijital kitap kullanımında, okuduklarını anlama ve motivasyonunu nasıl etkilediğini ve okuyucuların bu tecrübeleri nasıl tanımladığını gözler önüne sermiştir. Veri, iki adet yarı-yapılandırılmış görüşme, doküman ve alan notları aracılığı ile toplanmıştır. Her bir katılımcı ile iki ay boyunca her hafta iki adet yarım saatlik oturumlar halinde birebir çalışılmıştır. Toplamda, altı katılımcı ile 16 bireysel yarım saatlik oturum yapılmıştır. Katılımcıların seviyelerine uygun interaktif kitaplar kullanılmıştır. Veri analizinde tema analizi yapılmıştır. İlk aşamada, alan notları, görüşme transkriptleri ve her katılımcının dokümaları ham veri olarak toplanmıştır. Genel anlama için tüm veriler

show abstract

A Preliminary Investigation of Supplemental Computer-Assisted Reading Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Urban Students

Cited by 22 publications

References 42 publications

Reading Comprehension: A Computerized Intervention with Primary‐age Poor Readers

Reading Comprehension: A Computerized Intervention with Primary‐age Poor Readers

MindPlay Virtual Reading Coach: Does It Affect Reading Fluency in Elementary School?

A Case Study: Literacy Experiences of Struggling Readers with Interactive Digital Books

Contact Info

Product

Resources

About