The Effects of Computer-Assisted Instruction on Number Combination Skill in At-Risk First Graders

2006 ◽  
Vol 39 (5) ◽  
pp. 467-475 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Carol L. Hamlet ◽  
Sarah R. Powell ◽  
Andrea M. Capizzi ◽  
...  
Keyword(s):  
At Risk ◽  
First Graders ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Assisted Instruction ◽  
Number Combination

An Evaluation of Computer-Assisted Instruction in Phonological Awareness with below Average Readers

1995 ◽  
Vol 13 (1) ◽  
pp. 89-103 ◽  
Author(s):  
Theodore Allen Barker ◽  
Joseph K. Torgesen
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Training Programs ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Awareness Training ◽  
Experimental Conditions ◽  
Assisted Instruction ◽  
Phonological Awareness Training

The use of computer-assisted instruction (CAI) to train phonological awareness skills in at-risk first graders was evaluated. Fifty-four children ranging in age from six years two months to seven years eight months participated in an eight-week training study. There were three experimental conditions. The first group received approximately twenty-five minutes a day, four days a week with two phonological awareness training programs. The second group received the same amount of training with a program designed to train alphabetic decoding skills. The third group served as an attentional control group and spent equal time on the computer with several programs designed to provide practice on basic math skills. The children exposed to the phonological awareness training programs made significantly greater improvements on several measures of phonological awareness and on a measure of word recognition, when compared to children in the other two groups. Tentative conclusions were drawn about the use of CAI as means of training phonological awareness skills with at-risk students.

The Impact of a Year of Computer Assisted Instruction on the Development of First Grade Learning Skills

1998 ◽  
Vol 18 (4) ◽  
pp. 369-386 ◽  
Author(s):  
Ruth Ann Erdner ◽  
Rebecca F. Guy ◽  
Andrew Bush
Keyword(s):  
Reading Skills ◽  
First Graders ◽  
First Grade ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Significant Treatment ◽  
Main Effect ◽  
Quasi Experimental ◽  
Assisted Instruction ◽  
The Impact

This study seeks to examine the effects of computer assisted instruction on the reading achievement of first graders. Two hypotheses were tested. The first is that computer assisted instruction improves first graders' development of reading skills as measured by the CTBS Form U Level B. The second is that this development depends upon student sex. A quasi-experimental design was used to compare one group of first graders whose reading lessons were supplemented with CAI to a group of first graders whose reading lessons were not. A treatment by sex ANOVA on change in reading skills demonstrated a significant treatment (CAI versus control) main effect. Results from planned comparisons of treatment differences by sex demonstrated that statistically significant gains were sex specific with only males exhibiting a significant average increase when exposed to CAI. Although females exposed to CAI also tended toward greater gain in the sample, the magnitude of their gain was not statistically significant. The implications of these findings are discussed.

A Computer-Assisted Instruction Phonological Sensitivity Program for Preschool Children At-Risk for Reading Problems

2003 ◽  
Vol 25 (4) ◽  
pp. 248-262 ◽  
Author(s):  
Christopher J. Lonigan ◽  
Kimberly Driscoll ◽  
Beth M. Phillips ◽  
Brenlee G. Cantor ◽  
Jason L. Anthony ◽  
...  
Keyword(s):  
At Risk ◽  
Preschool Children ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Reading Problems ◽  
Children At Risk ◽  
Phonological Sensitivity ◽  
Assisted Instruction
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