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The effectiveness of a computer-assi...

Sclafani, Mariano.

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The effectiveness of a computer-assisted approach contrasted to a textbook approach for teaching reading in a community college setting.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effectiveness of a computer-assisted approach contrasted to a textbook approach for teaching reading in a community college setting./
作者:	Sclafani, Mariano.
面頁冊數:	112 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2966.
Contained By:	Dissertation Abstracts International54-08A.
標題:	Education, Reading. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9334900

The effectiveness of a computer-assisted approach contrasted to a textbook approach for teaching reading in a community college setting.
Sclafani, Mariano.

The effectiveness of a computer-assisted approach contrasted to a textbook approach for teaching reading in a community college setting. - 112 p.

Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2966.

Thesis (Ed.D.)--University of San Francisco, 1993.

An increasing number of community college students do not have adequate reading skills. It has been estimated that more than 50 percent of all students entering community college read below the eighth grade level, and that 20 to 35 percent read below the fourth grade level. Declining test scores have prompted concern among educators, parents, and government officials as to the best method to reverse this trend. Do computers have the potential to improve and enrich the educational services that traditional educational institutions provide? Research indicates computer-assisted instruction may enhance motivation, support the transfer of knowledge and skill, and increase instructional efficiency.Subjects--Topical Terms:

1017790
Education, Reading.

The effectiveness of a computer-assisted approach contrasted to a textbook approach for teaching reading in a community college setting.
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245 1 4 $a The effectiveness of a computer-assisted approach contrasted to a textbook approach for teaching reading in a community college setting.
300 $a 112 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2966.
500 $a Chairperson: Laurence A. Bishop.
502 $a Thesis (Ed.D.)--University of San Francisco, 1993.
520 $a An increasing number of community college students do not have adequate reading skills. It has been estimated that more than 50 percent of all students entering community college read below the eighth grade level, and that 20 to 35 percent read below the fourth grade level. Declining test scores have prompted concern among educators, parents, and government officials as to the best method to reverse this trend. Do computers have the potential to improve and enrich the educational services that traditional educational institutions provide? Research indicates computer-assisted instruction may enhance motivation, support the transfer of knowledge and skill, and increase instructional efficiency.
520 $a This study was designed to compare two methods of reading instruction, one based on computer-assisted instruction (CAI) and the other based on conventional textbook instruction. The design used in the study was a pretest-posttest, treatment and control group design. The treatment group received computer-assisted instruction with a computer software package. Students in the control group (textbook approach) received instruction with a college level reading skills book.
520 $a The three research questions investigated in this study concerned significant differences in vocabulary, reading comprehension, and total reading performance for: (1) treatment (textbook versus CAI groups), (2) gender, and (3) time on task (0 versus 1-3 absences). There appeared to be no statistically significant difference between the textbook instruction and the computer-assisted instruction on vocabulary. Reading comprehension scores also demonstrated no treatment differences, but there was a statistically significant difference in gains between pretest and posttest. There was no statistically significant difference between textbook instruction and computer-assisted instruction group on total reading scores. There was no statistically significant gender difference for vocabulary, however, there was a statistically significant difference in gains between pretest and posttest for reading comprehension. There was no difference between males and females on total reading scores. There were many statistically significant differences between time-on-task groups in both reading comprehension and vocabulary.
520 $a From these findings, it appears that achievement was similar whether instruction was computer assisted or textbook. This may be because the instruction was individualized for both groups. Perhaps individualizing instruction is more important than the nature of the delivery of materials. When the same teacher taught the same material in the same organized way via both media, the same learning was achieved in both groups.
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