Literaturnachweis - Detailanzeige
| Autor/inn/en | Pindiprolu, Sekhar S.; Marks, Lori J. |
|---|---|
| Titel | Preventing Summer Reading Slide: Examining the Effects of Two Computer-Assisted Reading Programs |
| Quelle | In: Rural Special Education Quarterly, 39 (2020) 3, S.116-127 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/8756870520914281 |
| Schlagwörter | Reading Difficulties; Students with Disabilities; At Risk Students; Computer Assisted Instruction; Reading Programs; Socioeconomic Status; Program Effectiveness; Reading Skills; Summer Programs; Parents as Teachers; Parent Attitudes; Student Attitudes; Phonemic Awareness; Phonics; Vocabulary Development; Oral Reading; Reading Fluency; Reading Comprehension; Rural Schools; Special Education; Primary Education; Elementary School Students; Tennessee; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Reading difficulty; Leseschwierigkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Computer based training; Computerunterstützter Unterricht; Socio-economic status; Sozioökonomischer Status; Reading skill; Lesefertigkeit; Sommerkurs; Elternverhalten; Schülerverhalten; Wortschatzarbeit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Leseverstehen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special needs education; Sonderpädagogik; Sonderschulwesen; Primarbereich |
| Abstract | 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. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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