Computer-Assisted Instruction in Support of Beginning Reading Instruction: A Review

Blok, Henk; Oostdam, Ron; Otter, M.E.; Overmaat, Marianne

doi:10.3102/00346543072001101

Cited by 211 publications

(122 citation statements)

References 65 publications

(68 reference statements)

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“…This outcome is consistent with numerous studies which report that despite widespread access and possible learning advantages (e.g., Blok, Oostdam, Otter, & Overmaat, 2002;Mayer, Mautone, & Protehro, 2002), computer technology remains under-utilized in education and the potential of computer technology is not being realized (Abrami, 2001;Mueller, 2009;Muir-Herzig, 2004). A recent meta-analysis of technology's impact on student achievement in higher education (Schmid, et al,., 2009) suggests that although technology has demonstrated medium positive effect sizes on learning outcomes, highest levels of technology saturation were related with negative effects.…”

Section: Uses Of the Blackberry ® Devicesupporting

confidence: 83%

Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom

Mueller

Wood

Pasquale

et al. 2012

IJHE

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This study followed an innovative introduction of mobile technology (i.e., BlackBerry ® devices) to a graduate level business program and documented students' use of the technology from the time students received the devices to the end of their first term of study. Students found the BlackBerry ® device easy to use, and were optimistic regarding its potential role as an instructional tool. Students were self-directed in their use of the devices and found ways to use them within and outside of their classroom even when specific uses were not provided by instructors. Students used their devices most frequently for communication purposes outside the classroom through applications such as BlackBerry Messenger. Overall, although supporting a modest positive view toward this initial introduction to mobile technology as a learning tool, classroom instructional use was more limited than student-directed use in and outside the classroom. A comprehensive examination of the instructional pedagogy that best supports the potential of mobile technology as a self-directed learning tool is necessary to address the limitations seen in this implementation.

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Section: Uses Of the Blackberry ® Devicesupporting

confidence: 83%

Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom

Mueller

Wood

Pasquale

et al. 2012

IJHE

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“…The current work looks beyond the narrow focus of second language learning to focus on the development of early reading skills by learners who are already familiar with the language of instruction but have yet to develop the skills such as decoding and reading fluency. Blok et al [12] reviewed 42 research articles and concluded that CALL systems focusing on early reading skills had a small, but statistically significant, positive effect on users. A meta-analysis of hundreds of studies of L1 and L2 CALL systems showed consistent positive benefits for CALL systems focusing on L1 reading, writing and spelling; there was no such finding for L2 systems [13].…”

Section: Computer Assisted Language Learningmentioning

confidence: 99%

On the Use of Automatic Speech Recognition to Facilitate Increased Literacy Rates in Jamaica

Coy¹

2013

IJCDSE

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“…These studies often find an apparently positive impact on the acquisition of pupil literacy skills (Blok et al 2002, Silverstein et al 2000, Cox et al 2003, Pittard et al 2003, OFSTED 2004, Baron 2001, Rose and Dalton 2002, Pelgrum 2001, Sivin-Kachala and Bialo 2000. But others have argued that the small sample sizes, the lack of comparators, indeed the lack of research design, and the passive retrospective nature of some of this work combine to offer a potentially misleading picture (Waxman et al 2003).…”

Section: Literacy As An Issuementioning

confidence: 99%

A randomised controlled trial of the use of a piece of commercial software for the acquisition of reading skills

Khan

Gorard

2012

Educational Review

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractWe report here the overall results of a cluster randomised controlled trial of the use of computer-aided instruction with 672 year 7 pupils in 23 secondary school classes in the north of England. A new piece of commercial software, claimed on the basis of publisher testing to be effective in improving reading after just six weeks of use in the classroom, was compared over ten weeks (one term) with standard practice in literacy provision. Pupil literacy was assessed before and after the trial, via another piece of commercial software testing precisely the kinds of skills covered by the pedagogical software. Both the treatment group and the comparison group improved their tested literacy. In a sense the publisher's claim was justified. However, the comparison group improved their literacy scores considerably more than the treatment group, with a standardized improvement of +0.99 compared to +0.56 (overall 'effect' size of -0.37), suggesting that the software approach yields no relative advantage for improvements, and may even disadvantage some pupils.On this evidence, the use of software, of a kind that is in very common use across schools in England, was a waste of resource. This could be an important corrective finding for an area of schooling that has been the focus of intense policy and practice attention. Of course, the software used has now been superseded by the same and different publishers. But the paper discusses the implications of these results for the use of such software to teach literacy more widely, for the way in which publisher claims are worded, and for the research community in relation to the feasibility of conducting pragmatic trials in school settings. KeywordsRandomised controlled trial, literacy, reading skills, technology based instruction A randomised controlled trial of the use of a piece of commercial software for the acquisition of reading skills Abstract 2

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Computer-Assisted Instruction in Support of Beginning Reading Instruction: A Review

Cited by 211 publications

References 65 publications

Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom

Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom

On the Use of Automatic Speech Recognition to Facilitate Increased Literacy Rates in Jamaica

A randomised controlled trial of the use of a piece of commercial software for the acquisition of reading skills

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