Middle School Teachers' Perceptions of Computer-Assisted Reading Intervention Programs.
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| Title: | Middle School Teachers' Perceptions of Computer-Assisted Reading Intervention Programs. |
|---|---|
| Authors: | Bippert, Kelli (AUTHOR), Harmon, Janis (AUTHOR) |
| Source: | Reading Psychology. Feb/Mar2017, Vol. 38 Issue 2, p203-230. 28p. |
| Subjects: | Middle school teachers, Computer assisted reading instruction, Reading intervention, Reading software, Reading teachers |
| Abstract: | Middle schools often turn to computer-assisted reading intervention programs to improve student reading. The questions guiding this study are (a) in what ways are computer-assisted reading intervention programs utilized, and (b) what are teachers' perceptions about these intervention programs? Nineteen secondary reading teachers were interviewed regarding their perceptions of one of three programs. Emerging themes fell into three major categories: teaching experiences, program use, and technology. Findings focused on the need for programs to engage students in actual reading, to move instruction beyond a decoding focus, to provide books that match student interests, and to increase motivation to read. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 119595301 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Middle School Teachers' Perceptions of Computer-Assisted Reading Intervention Programs. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bippert%2C+Kelli%22">Bippert, Kelli</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Harmon%2C+Janis%22">Harmon, Janis</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. Feb/Mar2017, Vol. 38 Issue 2, p203-230. 28p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Middle+school+teachers%22">Middle school teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+assisted+reading+instruction%22">Computer assisted reading instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+intervention%22">Reading intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+software%22">Reading software</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+teachers%22">Reading teachers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Middle schools often turn to computer-assisted reading intervention programs to improve student reading. The questions guiding this study are (a) in what ways are computer-assisted reading intervention programs utilized, and (b) what are teachers' perceptions about these intervention programs? Nineteen secondary reading teachers were interviewed regarding their perceptions of one of three programs. Emerging themes fell into three major categories: teaching experiences, program use, and technology. Findings focused on the need for programs to engage students in actual reading, to move instruction beyond a decoding focus, to provide books that match student interests, and to increase motivation to read. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=119595301 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02702711.2016.1245691 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 203 Subjects: – SubjectFull: Middle school teachers Type: general – SubjectFull: Computer assisted reading instruction Type: general – SubjectFull: Reading intervention Type: general – SubjectFull: Reading software Type: general – SubjectFull: Reading teachers Type: general Titles: – TitleFull: Middle School Teachers' Perceptions of Computer-Assisted Reading Intervention Programs. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bippert, Kelli – PersonEntity: Name: NameFull: Harmon, Janis IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb/Mar2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 02702711 Numbering: – Type: volume Value: 38 – Type: issue Value: 2 Titles: – TitleFull: Reading Psychology Type: main |
| ResultId | 1 |
