Reading Aides

This category of articles includes studies and reviews pertaining to the use of reading aids, such as text-to-speech software and e-books, both in and outside of the classroom.

The effects of web-based reading curriculum on children's reading perforkmance and motivation

Jun 28, 2013, 12:58 PM
Cole, J. M., & Hilliard, V. R. (2006). The effects of web-based reading curriculum on children’s reading performance and motivation. Journal of Educational Computing Research, 34(4), 353-380.

Characteristics

  • Thirty-six 3rd grade students from low socioeconomic backgrounds with below average reading achievement scores participated in the study.
  • This study sought to compare the effectiveness of using a web-based and a traditional reading curriculum to improve the motivation and achievement of struggling readers.
  • Intervention group participants received reading instruction using Reading Upgrade (www.readingupgrade.com), a web-based reading curriculum comprised of 50 lessons that teach literacy skills (i.e., letter sounds, decoding, and comprehension) using popular music and ethnically diverse animated characters.

Setting

  • This study took place within an elementary school located in an urban area of southern California.

Method

  • Eighteen students were randomly assigned to the web-based Reading Upgrade program and 18 students were assigned to the traditional reading instruction control group.
  • Students in both groups received a total of 180 minutes of reading instruction during the study, which took place across an 8-week period.
  • Reading Upgrade participants completed the 50 levels of the program in the school’s computer lab.
  • Students independently worked through the web-based program’s 50 levels and were allowed to review previous lessons if they finished the program prior to the end of the 8-week session.
  • Control group participants received direct instruction in reading for 3 one-hour sessions per week during the intervention period.
  • All participants completed the Developmental Reading Assessment, the WRAT-3 Reading Recognition subtests, and a motivation questionnaire as pre- and post-test measures.
  • The authors and two research assistants also recorded observations using field notes during the intervention.

Results

  • Results revealed that students who received the Reading Upgrade instruction made more improvements in reading achievement than control group participants.
  • The gains made by intervention group participants were equivalent to a one grade-level improvement in reading.
  • An analysis of motivation scores revealed that low reading performance among students was associated with more avoidance of reading and a higher desire for extrinsic motivators to read.
  • Observation notes revealed that students were highly involved and interested in the activities within the Reading Upgrade program.
  • Reading Upgrade participants also appeared to enjoy the music within the program and frequently sung the songs aloud while using the program.
  • Overall, the results of this study suggest that web-based reading curriculum has a positive impact on the reading performance of young struggling readers from low socioeconomic backgrounds.
Categories:
  • Reading
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Computer Assisted Instruction

The effects of web-based reading curriculum on children's reading perforkmance and motivation

Jun 28, 2013, 12:58 PM
Cole, J. M., & Hilliard, V. R. (2006). The effects of web-based reading curriculum on children’s reading performance and motivation. Journal of Educational Computing Research, 34(4), 353-380.

Characteristics

  • Thirty-six 3rd grade students from low socioeconomic backgrounds with below average reading achievement scores participated in the study.
  • This study sought to compare the effectiveness of using a web-based and a traditional reading curriculum to improve the motivation and achievement of struggling readers.
  • Intervention group participants received reading instruction using Reading Upgrade (www.readingupgrade.com), a web-based reading curriculum comprised of 50 lessons that teach literacy skills (i.e., letter sounds, decoding, and comprehension) using popular music and ethnically diverse animated characters.

Setting

  • This study took place within an elementary school located in an urban area of southern California.

Method

  • Eighteen students were randomly assigned to the web-based Reading Upgrade program and 18 students were assigned to the traditional reading instruction control group.
  • Students in both groups received a total of 180 minutes of reading instruction during the study, which took place across an 8-week period.
  • Reading Upgrade participants completed the 50 levels of the program in the school’s computer lab.
  • Students independently worked through the web-based program’s 50 levels and were allowed to review previous lessons if they finished the program prior to the end of the 8-week session.
  • Control group participants received direct instruction in reading for 3 one-hour sessions per week during the intervention period.
  • All participants completed the Developmental Reading Assessment, the WRAT-3 Reading Recognition subtests, and a motivation questionnaire as pre- and post-test measures.
  • The authors and two research assistants also recorded observations using field notes during the intervention.

Results

  • Results revealed that students who received the Reading Upgrade instruction made more improvements in reading achievement than control group participants.
  • The gains made by intervention group participants were equivalent to a one grade-level improvement in reading.
  • An analysis of motivation scores revealed that low reading performance among students was associated with more avoidance of reading and a higher desire for extrinsic motivators to read.
  • Observation notes revealed that students were highly involved and interested in the activities within the Reading Upgrade program.
  • Reading Upgrade participants also appeared to enjoy the music within the program and frequently sung the songs aloud while using the program.
  • Overall, the results of this study suggest that web-based reading curriculum has a positive impact on the reading performance of young struggling readers from low socioeconomic backgrounds.
Categories:
  • Reading
Tags: