ERIC Number: ED291367
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
A Project To Measure the Treatment Effects of the Use of Interactive Video on the Teaching of the Language Experience Approach to Reading Instruction. Research Report.
Lawrence, Paula; Price, Robert V.
This project was conducted in order to determine the practicality of using specialized videodisc instruction to help preservice elementary school teachers learn the Language Experience Approach (LEA) to teaching reading more effectively. Texas Tech University students enrolled in an interactive video course planned and produced the interactive videodisc program, then tested the module with the Foundations of Reading course in which LEA is taught. Of the 36 class members, 18 were randomly assigned to the control group and 18 to the treatment group. All were given the Nelson Denny vocabulary and comprehension tests to determine whether any differences in reading ability existed between the two groups that might influence study results. Pre- and posttests were administered to both groups to investigate whether traditional LEA training or the interactive video program had a greater affect on subject mastery. Based on the results, the research hypothesis that there would be no difference between the treatment group and the control group in knowledge of the LEA approach was accepted. The statistical test results (Pearson correlation matrix and analysis of variance) are attached to the brief narrative report. Two appendixes, which make up the major part of the document, provide copies of the script for the interactive video module and the pre/posttests used in the study. (CGD)
Descriptors: Analysis of Variance, Computer Assisted Instruction, Correlation, Elementary School Teachers, Higher Education, Hypothesis Testing, Interactive Video, Intermode Differences, Language Experience Approach, Preservice Teacher Education, Pretests Posttests, Reading Instruction, Scripts, Teaching Methods, Videodisks
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A