A Preliminary Investigation of Supplemental Computer-Assisted Reading Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Urban Students

Autor/inn/en	Gibson, Lenwood; Cartledge, Gwendolyn; Keyes, Starr E.
Titel	A Preliminary Investigation of Supplemental Computer-Assisted Reading Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Urban Students
Quelle	In: Journal of Behavioral Education, 20 (2011) 4, S.260-282 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-011-9136-7
Schlagwörter	Urban Schools; Reading Comprehension; Intervention; Reading Fluency; Reading Programs; Reading Failure; Emergent Literacy; Reading Rate; Computer Assisted Instruction; Educational Technology; Teaching Methods; African American Students; Grade 1; Elementary School Students; At Risk Students; Supplementary Education; Program Effectiveness; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leseverstehen; Reading disability; Reading weakness; Leseschwäche; Frühleseunterricht; Reading readiness; Reading speed; Lesegeschwindigkeit; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; School year 01; 1. Schuljahr; Schuljahr 01; Ergänzungsunterricht
Abstract	This preliminary investigation examined the effects of a computerized supplemental reading program on the oral reading fluency, reading growth rates, and comprehension of 8 African American first graders. Participants were selected for this study according to scores within risk categories on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) oral reading fluency (ORF) winter benchmark, indicating the potential for reading failure. Participants engaged in a supplemental, computer-based reading program designed to improve reading fluency and comprehension. Treatment sessions were conducted 3-4 times per week, for 14-16 weeks. Following the treatment, each participant received the DIBELS ORF spring benchmark as a post-test measure. A pre-intervention/post-intervention analysis showed that all of the participants increased their reading fluency, 5 of the 8 participants reduced their risk status, and 7 of the 8 students increased their reading rate. All of the students improved their comprehension scores. The results support supplementary interventions and computer-based reading programs. The findings are discussed in the context of reading needs and instruction for African American primary-aged students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10