Preventing Summer Reading Slide: Examining the Effects of Two Computer-Assisted Reading Programs.
Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school than their reading-proficient peers. Literature suggests that students in rural school districts lag behind their suburban peers in terms of thei...
| Publicado en: | Rural Special Education Quarterly Vol. 39; no. 3; pp. 116 - 128 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Sep2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=145971890&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 145971890 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 87568705 0Q7 jtl: Rural Special Education Quarterly issn: 87568705 maglogo: Y pubinfo: dt: Sep2020 vid: 39 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 145971890 145971890 146263174 145971890 10.1177/8756870520914281 145971890 ppf: 116 ppct: 12 formats: tig: atl: Preventing Summer Reading Slide: Examining the Effects of Two Computer-Assisted Reading Programs. aug: au: Pindiprolu, Sekhar S. Marks, Lori J. affil: The University of Toledo, OH, USA sug: subj: Seasons Reading Computers and Computerization Program Implementation Student Attitudes Parental Attitudes Program Evaluation Socioeconomic Factors School Health Human Exploratory Research Interrater Reliability Scales Education, Special Rural Areas Analysis of Covariance One-Way Analysis of Variance Funding Source ab: Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school than their reading-proficient peers. Literature suggests that students in rural school districts lag behind their suburban peers in terms of their reading levels and accessibility to resources. Furthermore, students from low socioeconomic status (SES) households and those who have disabilities exhibit greater learning loss during the summer break. This exploratory study examined the effects of two parent-implemented computer-based reading programs on the reading skills of 20 students at-risk for reading failure during a summer break. Parental and students' perceptions regarding the effectiveness and desirability of the programs were elicited. Results suggested that both programs facilitated gains in phonemic awareness and phonics. Furthermore, students in the Funnix group exhibited large gains in vocabulary and oral reading fluency, and the students in the PLATO group exhibited large gains in comprehension. Most of the students indicated they liked the programs and the programs helped them read. Similarly, most of the parents agreed that the programs were useful, and they were comfortable using the programs. A description of the computer programs, results, implications, and limitations of the study are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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