ERIC Number: ED327832
Record Type: Non-Journal
Publication Date: 1990-Dec
Reference Count: N/A
Literacy: The Impact of Technology on Early Reading.
Shaver, Judy C.; Wise, Beth S.
In reflecting on an overview of research on microcomputers in the public schools, a researcher found that early programs were largely based on a programmed instruction model. Computers were primarily used to provide for simple repetition of low-level decoding tasks. The emphasis of whole language literacy is in direct contrast to this approach. Rather than teaching the various aspects of communication as separate entities, whole language focuses on the integration of the communication skills of listening, speaking, writing, and reading. The computer can be a valuable tool for helping to immerse children in an environment in which print is filled with meaning. A computer-based program, "Writing to Read," was developed by IBM to enhance writing and reading skills of kindergarten and first grade students by increasing students' understanding of sounds, words, and sentence structure. Based on the success nationally of the "Writing to Read" program, 20 "Writing to Read" programs funded by state grants in Louisiana were evaluated to determine their effectiveness. Results revealed similar statistics to those found nationally: (1) increased gain scores on word recognition and vocabulary; (2) improved writing samples; (3) increased ability to remain on task; (4) greater self-confidence; (5) fewer retentions; and (6) enthusiastic support from teachers and parents. An IBM "Writing to Read" lab was installed in a local Chapter 1 school in a low socioeconomic area. Results after the first full year of operation are similar to results achieved state-wide. (Three tables of data are included.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana
Identifiers - Laws, Policies, & Programs: Education Consolidation Improvement Act Chapter 1