A Preliminary Investigation of Supplemental Computer-Assisted Reading Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Urban Students.
Saved in:
| Title: | A Preliminary Investigation of Supplemental Computer-Assisted Reading Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Urban Students. |
|---|---|
| Authors: | Gibson, Lenwood, Cartledge, Gwendolyn, Keyes, Starr |
| Source: | Journal of Behavioral Education. Dec2011, Vol. 20 Issue 4, p260-282. 23p. 2 Charts, 3 Graphs. |
| Subjects: | Study & teaching of oral reading, Fluency (Language learning), Comprehension, African American students, Literacy programs, Computer assisted reading instruction |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Behavioral Education is the property of Springer Nature 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 67523844 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: A Preliminary Investigation of Supplemental Computer-Assisted Reading Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Urban Students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gibson%2C+Lenwood%22">Gibson, Lenwood</searchLink><br /><searchLink fieldCode="AR" term="%22Cartledge%2C+Gwendolyn%22">Cartledge, Gwendolyn</searchLink><br /><searchLink fieldCode="AR" term="%22Keyes%2C+Starr%22">Keyes, Starr</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Dec2011, Vol. 20 Issue 4, p260-282. 23p. 2 Charts, 3 Graphs. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Study+%26+teaching+of+oral+reading%22">Study & teaching of oral reading</searchLink><br /><searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+students%22">African American students</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+programs%22">Literacy programs</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+assisted+reading+instruction%22">Computer assisted reading instruction</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature 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=67523844 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10864-011-9136-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 260 Subjects: – SubjectFull: Study & teaching of oral reading Type: general – SubjectFull: Fluency (Language learning) Type: general – SubjectFull: Comprehension Type: general – SubjectFull: African American students Type: general – SubjectFull: Literacy programs Type: general – SubjectFull: Computer assisted reading instruction Type: general Titles: – TitleFull: A Preliminary Investigation of Supplemental Computer-Assisted Reading Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Urban Students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gibson, Lenwood – PersonEntity: Name: NameFull: Cartledge, Gwendolyn – PersonEntity: Name: NameFull: Keyes, Starr IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2011 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 10530819 Numbering: – Type: volume Value: 20 – Type: issue Value: 4 Titles: – TitleFull: Journal of Behavioral Education Type: main |
| ResultId | 1 |
