Evaluating the Efficacy of Using a Digital Reading Environment to Improve Reading Comprehension within a Reading Clinic
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| Title: | Evaluating the Efficacy of Using a Digital Reading Environment to Improve Reading Comprehension within a Reading Clinic |
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| Language: | English |
| Authors: | Ortlieb, Evan, Sargent, Stephan, Moreland, Meagan |
| Source: | Reading Psychology. 2014 35(5):397-421. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Reading, Computer Uses in Education, Elementary School Students, Reading Comprehension, Grade 4, Reading Instruction, Pretests Posttests, Intervention, Instructional Effectiveness, Statistical Analysis, Multimedia Instruction, Comparative Analysis, Blended Learning |
| Assessment and Survey Identifiers: | Basic Reading Inventory |
| DOI: | 10.1080/02702711.2012.683236 |
| ISSN: | 0270-2711 |
| Abstract: | This study examined the effectiveness of using the online digital reading environment to increase elementary students' comprehension within a reading clinic. Preservice teachers at a four-year university in the Midwest worked one-on-one with 58 fourth-grade students from three schools who were assigned to one of three conditions: print-based text instruction, hybrid instruction consisting of equal time with print and online digital reading environment, and digital-based text instruction. Students participated in 12 tutoring sessions lasting 75 minutes each, consisting of instructional activities targeting their areas in need of improvement. Multiple pre-and post-intervention measures of reading comprehension were collected. One-way analysis of variance results indicated that after controlling for initial reading achievement, there was a main effect for condition on comprehension. |
| Abstractor: | As Provided |
| Number of References: | 91 |
| Entry Date: | 2014 |
| Accession Number: | EJ1030658 |
| Database: | ERIC |
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| Abstract: | This study examined the effectiveness of using the online digital reading environment to increase elementary students' comprehension within a reading clinic. Preservice teachers at a four-year university in the Midwest worked one-on-one with 58 fourth-grade students from three schools who were assigned to one of three conditions: print-based text instruction, hybrid instruction consisting of equal time with print and online digital reading environment, and digital-based text instruction. Students participated in 12 tutoring sessions lasting 75 minutes each, consisting of instructional activities targeting their areas in need of improvement. Multiple pre-and post-intervention measures of reading comprehension were collected. One-way analysis of variance results indicated that after controlling for initial reading achievement, there was a main effect for condition on comprehension. |
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| ISSN: | 0270-2711 |
| DOI: | 10.1080/02702711.2012.683236 |
