Effect of Technology-Based Programs on First- and Second-Grade Reading Achievement

Autor/inn/en	Knezek, Gerald; Christensen, Rhonda
Titel	Effect of Technology-Based Programs on First- and Second-Grade Reading Achievement
Quelle	In: Computers in the Schools, 24 (2008) 3-4, S.23-41 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1300/J025v24n03_03
Schlagwörter	Reading Comprehension; Reading Achievement; School Districts; Effect Size; Grade 1; Grade 2; Educational Technology; Reading Instruction; Rural Schools; Faculty Development; Program Effectiveness; Program Evaluation; Computer Uses in Education; Comparative Analysis; Reading Skills; Texas + Suchen Sie Ihr Suchwort? Leseverstehen; Leseleistung; School district; Schulbezirk; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Unterrichtsmedien; Leseunterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Programme evaluation; Programmevaluation; Computernutzung; Reading skill; Lesefertigkeit
Abstract	Data gathered from 25 rural public school districts in Texas during 2002-2003 were used to assess the impact of educator professional development and technology-intensive classroom learning activities on first- and second-grade students' reading achievement. Students from 18 school districts received the treatment while students from 7 randomly selected districts matching the treatment demographic criteria served as controls. Major findings were that the program was effective in fostering reading accuracy at the first- and second-grade levels and reading comprehension at the second-grade level. Effect sizes (ES) for identified areas of impact among treatment versus comparison sites were in the range of ES = 0.19 to ES = 0.65, meaningful values which are reinforced by alternative measures of significant (p less than 0.05) impact. These findings compare favorably with previously published studies of similar, successful educational interventions involving technology and reading. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10