Effects of Extensive Engagement with Computer-Based Reading and Language Arts Instructional Software on Reading Achievement for Sixth Graders

Samuel Securro*, Jerry Dale Jones**, Danny Cantrell***
* Faculty member in the Doctoral Education Program, Marshall University Graduate Center, S. Charleston, WV.
** Faculty member , University of North Carolina-Pembroke, Pembroke, NC.
*** Director of Enrollment Management and Retention Services, West Virginia State University, Institute, WV.
Periodicity:June - August'2010
DOI : https://doi.org/10.26634/jsch.6.1.1262

Abstract

K-12 school practitioners and schools administrators need reliable results about the effects of instructional technology product s as they strive to meet achievement compliance levels in politically accountable local and national contexts in the U.S. This study presents evidence regarding the effects of extensive engagement with computer-based instructional software on the reading achievement of 86 6th graders, within a backdrop of two previous similar investigations at the same middle school between AY 2003-2007. A treatment group received computer-based, reading instruction for 24 weeks x 90 minutes weekly in addition to four, 90 minute blocks of conventional instruction. Control peers received conventional instruction in five, 90 minute blocks per week. Comparisons of achievement scores on year-end, standardized reading tests yielded substantial gains for treatment subjects compared to controls, with an effect size of .92. Girls significantly outperformed boys and those not receiving lunch funding did significantly better than those receiving lunch funding.  The conclusion is that extensive software engagement combined with in class instruction is an effective instructional context for enhancing reading achievement. Recommendations for further research suggest a “repeated trials” model in the same settings to give fidelity to curriculum, research methodology and the socio-cultural context for students and school.

Keywords

Reading Achievement, Computer-Assisted Interventions, Scientifically Based Reading Research, Reading And Language Arts Research And Computer-Based Instruction.

How to Cite this Article?

Samuel Securro JR, Jerry D. Jones and Danny R Cantrell (2010). Effects Of Extensive Engagement With Computer-Based Reading And Language Arts Instructional Software On Reading Achievement For Sixth Graders.i-manager's Journal on School Educational Technology, 6(1), 60-69. https://doi.org/10.26634/jsch.6.1.1262

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