The effects of a computer-based reading support program on the reading achievement of sixth graders

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The effects of a computer-based reading support program on the reading achievement of sixth graders

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/14393

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Title: The effects of a computer-based reading support program on the reading achievement of sixth graders
Author: Falke, Tricia Rae
Date: 2012-05-25
Publisher: University of Missouri--Kansas City
Abstract: The purpose of this study was to determine the effects of a computer-based reading intervention on the reading achievement of sixth grade students in one elementary school in a suburban school district located in the Midwest region of the United States. Data were collected through two district mandated reading assessments and a computer-based reading intervention program using three years worth of archived data. Comparisons were made through the academic achievement gains using the Scholastic Reading Inventory (SRI) and the Developmental Reading Assessment (DRA2) in the area of reading after implementation of the Computer Curriculum Corporation Successmaker (CCC) reading intervention program. Comparisons using a repeated measures t-statistic and a paired samples t-statistic were made between a group of students who participated in the intervention program and those who did not. A comparison was also be made between the SRI and DRA2 assessments at the beginning of the year and again at the end of the year. The findings from this study show that the CCC program made a statistically significant impact on the reading achievement scores on both the SRI and DRA2 tests for students in the treatment group. Literature revealed that the earlier students are able to read on grade level, the more success they will have both in school and in their future when entering the workforce. Therefore, finding a suitable intervention program for young readers is imperative not only for their immediate academic success but for their future success as well.
URI: http://hdl.handle.net/10355/14393

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