Effects of Extensive Engagement with Computer-Based Reading and Language Arts Instructional Software on Reading Achievement for Sixth Graders

2010 ◽  
Vol 6 (1) ◽  
pp. 60-69
Author(s):  
Samuel Securro JR ◽  
◽  
Jerry D. Jones ◽  
Danny R Cantrell ◽  
◽  
...  
Keyword(s):  
Reading Achievement ◽  
Language Arts ◽  
Sixth Graders ◽  
Instructional Software ◽  
Computer Based

scholarly journals Long-term Effects of Male Reading Tutors, Choice of Text and Computer-based Text on Boys’ Reading Achievement

2010 ◽  
Vol 12 (1) ◽  
pp. 116
Author(s):  
Laura Sokal
Keyword(s):  
Reading Achievement ◽  
Inner City ◽  
Struggling Readers ◽  
Group Differences ◽  
Long Term Effects ◽  
Self Perceptions ◽  
Reading Tutors ◽  
Reading Materials ◽  
Computer Based

Sixty-two inner-city Canadian boys identified as struggling readers participated in a 22-week intervention that examined the effects of male reading tutors, computer-based texts, and choice of reading materials. Immediately after the intervention, boys demonstrated between-group changes to reader self-perceptions and gendered views of reading but no between-group differences in achievement. Two years after the intervention’s completion, the boys’ reading comprehension achievement scores were again examined and compared to 62 non-participating boys matched at the time of the study’s onset. Results showed no significant differences between the two groups. Of the boys who participated in the intervention, working with male reading tutors and with computer-based texts did not result in higher achievement than working with female reading tutors or with print-based texts. However, boys who were not given a choice in their reading materials demonstrated reading achievement six months ahead of the boys who were given a choice. 

Promoting Better Choices: Effects of Strategy Training on Achievement and Choice Behavior in Learner-Controlled CBI

1995 ◽  
Vol 13 (2) ◽  
pp. 129-149 ◽  
Author(s):  
Anju Relan
Keyword(s):  
Experimental Design ◽  
Choice Behavior ◽  
Learning Strategy ◽  
Learner Control ◽  
Sixth Graders ◽  
Strategy Training ◽  
Factorial Experimental Design ◽  
Training Interventions ◽  
Computer Based ◽  
Training Research

The purpose of this study was to investigate the effects of learning strategy training interventions and the incorporation of learner control on achievement, learning efficiency, and instructional choice, while subjects learned from a computer-based science tutorial. One hundred and seven sixth-graders were randomly divided into six cells, within a 3 × 2 factorial experimental design consisting of two treatment factors: Learner Control ( Complete and Limited), and Strategy Training ( Comprehensive, Partial, and No Training). An ANCOVA performed on the immediate posttest revealed an interaction between Strategy Training and Learner Control, favoring the Limited Learner Control, trained groups. However, the small positive achievement effects were not sustained over the delayed posttest. Total amount of review was not affected by treatments, but an interaction was found between Strategy Training (Partial vs. Comprehensive), and Learner Control on amount of review during practice. These findings are discussed within the framework of learning strategy training research and principles for instructional designs incorporating learner control.

Improving Academic Vocabulary for Adolescent Students With Disabilities: A Replication Study

2021 ◽  
pp. 074193252110160
Author(s):  
Victoria M. Sanchez ◽  
Rollanda E. O’Connor
Keyword(s):  
Language Arts ◽  
Students With Disabilities ◽  
English Language ◽  
Academic Language ◽  
Sixth Graders ◽  
Academic Vocabulary ◽  
School Students ◽  
Vocabulary Intervention ◽  
Adolescent Students ◽  
Study Results

Creating Habits That Accelerate the Academic Language of Students (CHAAOS) is a vocabulary intervention developed by O’Connor et al. to improve the academic vocabulary of middle school students with disabilities. This study was designed as a replication of O’Connor et al.’s study; CHAAOS lessons were taught to 33 sixth graders who received special education services for disabilities in English/Language Arts classes. Researcher-designed vocabulary and comprehension assessments for the taught words were administered pre- and post-instruction. The performance of students in this study was compared with the performance of students in O’Connor et al.’s study. Results demonstrated that the present students made similar gains in vocabulary and comprehension compared with the previous CHAAOS students and scored significantly higher than the previous comparison students who did not receive any instruction on the words. These findings support the use of CHAAOS for improving the academic vocabulary of students with disabilities.

scholarly journals Can Strategic Behaviour Facilitate Confusion Resolution? The Interplay Between Confusion and Metacognitive Strategies in Betty’s Brain

2021 ◽  
pp. 1-17
Author(s):  
Yingbin Zhang ◽  
Luc Paquette ◽  
Ryan S. Baker ◽  
Jaclyn Ocumpaugh ◽  
Nigel Bosch ◽  
...  
Keyword(s):  
Task Performance ◽  
Sixth Graders ◽  
Metacognitive Strategies ◽  
Learning Gains ◽  
School Students ◽  
Causal Maps ◽  
Computer Based Learning ◽  
Strategic Behaviour ◽  
Computer Based ◽  
Modelling Environment

Confusion may benefit learning when it is resolved or partially resolved. Metacognitive strategies (MS) may help learners to resolve confusion when it occurs during learning and problem solving. This study examined the relationship between confusion and MS that students evoked in Betty’s Brain, a computer-based learning-by-modelling environment where elementary and middle school students learn science by building causal maps. Participants were sixth graders. Emotion data were collected from real-time observations by trained researchers. MS and task performance information were determined by analyzing the action logs. Pre- and post-tests were used to assess learning gains. The results revealed that the use of MS was a function of the state of student confusion. However, confusion resolution was not related to MS behaviour, and MS did not moderate the effect of confusion on student task performance in Betty’s Brain or on learning gains.

Educational Software—It isn't Always

1992 ◽  
Vol 20 (3) ◽  
pp. 169-178 ◽  
Author(s):  
Nikunj P. Dalal ◽  
Dwight A. Haworth ◽  
Michael A. Davis ◽  
David G. Fowler ◽  
Jon T. Randolph
Keyword(s):  
Problem Solving ◽  
Educational Software ◽  
Optimization Problems ◽  
Linear Optimization ◽  
Instructional Software ◽  
Empirical Testing ◽  
Instructional Systems ◽  
Linear Optimization Problems ◽  
Computer Based ◽  
Classroom Use

It is commonly assumed that well-designed instructional software for problem-solving will be effective in promoting learning. Unfortunately, many computer-aided instructional systems have fallen short of this goal. This article describes a laboratory study to investigate this issue of effectiveness in the case of a problem-solving tool that was designed to assist students in solving non-linear optimization problems. It is shown that manual procedures resulted in greater learning than with the use of the computer-based tool. Implications of these experimental results are discussed, and it is concluded that empirical testing of instructional software is required before adoption for classroom use.

scholarly journals The Effect of Collaborative Strategic Reading on Grade Six Students’ Reading Achievement

2015 ◽  
Vol 2 (1) ◽  
pp. 17-27
Author(s):  
Siti Tamah
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Teaching Strategies ◽  
Teaching Strategy ◽  
Sixth Graders ◽  
Strategic Reading ◽  
Collaborative Strategic Reading ◽  
Quasi Experimental ◽  
The Difference ◽  
Teacher Centered

One of the language skills to master by Indonesian EFL learners is reading. In order to assist learners comprehend reading texts, teachers are challenged to apply various teaching strategies. As this paper focuses on teaching reading, two teaching strategies dealing with reading instruction are compared. To be specific, in this paper the writers conduct a study to find the difference between Collaborative Strategic Reading (CSR) and teacher-centered teaching strategy (by applying skimming and scanning). This study was a quasi experimental, which was conducted upon the sixth graders of an elementary school. The finding showed that reading achievements of the students who are taught using CSR and teacher-centered teaching strategy are not significantly different. Nevertheless, this study using Cohen’s d formula finds that CSR gave a small effect on students’ reading achievement.

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