You are here

FAU Collections » FAU Research Repository » FAU Theses and Dissertations

Effects of an interactive computer-based reading strategy on student comprehension

Download pdf | Full Screen View

Date Issued:
2011
Summary:
The computer-based testing mode has received limited research as a task condition for elementary students as it relates to comprehension for both narrative and expository text. The majority of schools now use computer-based testing to measure students' progress for end of the year exams. Additionally, schools are also delivering state-wide assessments like the Florida Comprehension Assessment Test through computer-based testing instead of paper-pencil testing. There is little research to indicate whether computer-based assessments are an effective way to measure student progress. This study investigated the effects of an interactive computer-based reading strategy on student comprehension for both expository and narrative passages. The intervention evaluated students' percentage of learned strategy use and comprehension accuracy for expository computer-based passages. Additionally, the intervention measured whether students generalized the learned strategy when given a paper-pencil narrative passage and whether generalization of strategy use improved comprehension vi accuracy. This study used an A-B-A-B design across participants, with a follow-up phase. The results from the data showed that all students made significant increases in strategy use from baseline to follow-up. Additionally, all the students had an increase in comprehension accuracy from baseline to follow-up for both computer and paper-based passages. All students were able to generalize successfully the strategy use to narrative passages, and improved their comprehension accuracy of narrative passages. The effects of the study suggest the value of teaching students the interactive computer-based reading strategy for students who struggle with passage comprehension.
Title: Effects of an interactive computer-based reading strategy on student comprehension.
149 views
63 downloads
Name(s): Worrell, Jamie L.
College of Education
Department of Exceptional Student Education
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 2011
Publisher: Florida Atlantic University
Physical Form: electronic
Extent: xii, 237 p. : ill.
Language(s): English
Summary: The computer-based testing mode has received limited research as a task condition for elementary students as it relates to comprehension for both narrative and expository text. The majority of schools now use computer-based testing to measure students' progress for end of the year exams. Additionally, schools are also delivering state-wide assessments like the Florida Comprehension Assessment Test through computer-based testing instead of paper-pencil testing. There is little research to indicate whether computer-based assessments are an effective way to measure student progress. This study investigated the effects of an interactive computer-based reading strategy on student comprehension for both expository and narrative passages. The intervention evaluated students' percentage of learned strategy use and comprehension accuracy for expository computer-based passages. Additionally, the intervention measured whether students generalized the learned strategy when given a paper-pencil narrative passage and whether generalization of strategy use improved comprehension vi accuracy. This study used an A-B-A-B design across participants, with a follow-up phase. The results from the data showed that all students made significant increases in strategy use from baseline to follow-up. Additionally, all the students had an increase in comprehension accuracy from baseline to follow-up for both computer and paper-based passages. All students were able to generalize successfully the strategy use to narrative passages, and improved their comprehension accuracy of narrative passages. The effects of the study suggest the value of teaching students the interactive computer-based reading strategy for students who struggle with passage comprehension.
Identifier: 762137675 (oclc), 3322518 (digitool), FADT3322518 (IID), fau:3746 (fedora)
Note(s): by Jamie L. Worrell.
Thesis (Ed.D.)--Florida Atlantic University, 2011.
Includes bibliography.
Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.
Subject(s): Reading comprehension -- Computer-assisted instruction
Educational tests and meausrements -- United States
School improvement programs -- United States
Academic achievment
Reading -- Ability testing -- Computer-assisted instruction
Held by: FBoU FAUER
Persistent Link to This Record: http://purl.flvc.org/FAU/3322518
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU