ERIC Number: ED387949
Record Type: RIE
Publication Date: 1991
Hypertext CAI: Maintaining Handicapped Students in a Regular Classroom Reading Program. Final Report, 1988-1991.
Higgins, Kyle; Boone, Randall
This final report describes a 3-year project at one elementary school in Renton, Washington, which used hypermedia to develop supplementary reading materials for students with and without mild disabilities in integrated elementary classrooms. The hypermedia software provided reading selections designed to supplement a basal reader series by offering easily accessible, additional information about the text along with decoding and comprehension strategies within the context and physical structure of the basal reading selection itself. The software consisted of a series of hypermedia lessons based on selected lesson segments from each basal grade level textbook series. Scope and sequence of skills and pedagogical techniques in the hypermedia lessons were kept constant with the basal teaching guidelines. The project found that the highest benefit was found for students who participated in the project for 3 years (either grades K-1-2 or 1-2-3). These students significantly outperformed peers who participated in control classrooms for 3 years. Individual sections of this report provide: a summary of project accomplishments, a listing of project objectives, identification of procedural objectives, a detailing of accomplishments, a presentation of results, and a discussion. Twenty-five tables and four figures present further detail. A research paper by Kyle Higgins and Randall Boone, entitled "Hypermedia Computer Assisted Instruction: Adapting a Basal Reader Series," and a reprint of an article by Randall Boone and Kyle Higgins, entitled "Hypertext Hypermedia Information Presentation: Developing a HyperCard Template," are also attached. (DB)
Descriptors: Basal Reading, Computer Assisted Instruction, Computer Software, Educational Media, Elementary Education, Hypermedia, Instructional Effectiveness, Mainstreaming, Material Development, Mild Disabilities, Multimedia Materials, Primary Education, Reading Difficulties, Reading Instruction, Reading Materials
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Washington Univ., Seattle. Experimental Education Unit.
Note: For related documents, see EC 304 304-307. Grant made to Dr. Thomas C. Lovitt.