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ERIC Number: ED410544
Record Type: Non-Journal
Publication Date: 1996-Oct
Pages: 160
Abstractor: N/A
Reference Count: N/A
Computer Software: Does It Support a New View of Reading?
Case, Carolyn J.
A study examined commercially available computer software to ascertain its degree of congruency with current methods of reading instruction (the Interactive model) at the first and second grade levels. A survey was conducted of public school educators in Connecticut and experts in the field to determine their level of satisfaction with available software and to establish characteristics that educators value in the software they use to supplement their reading instruction. Identified characteristics were used in the formulation of an evaluation device. A total of 27 commercially available software titles underwent review. Laboratory reviews were conducted by individuals with ranging experience in education, including undergraduate students at the university, the researcher, and graduate students in reading at the university, who were also classroom teachers. Analyses after each review phase aided in determining the potential level of congruency each title had with the Interactive model, and thus its potential effectiveness. Laboratory reviews revealed 10 titles that appeared to be congruent; those titles were then field tested with first and second graders, which revealed additional strengths and weaknesses in each software package. Results indicated that the 10 finalists, considered to be the most educationally sound of what is available, have at best a fair (as opposed to good or excellent) amount of congruency with how reading is being taught. (Contains 52 references, a list of the software reviewed, and 7 tables and 8 figures of data. Appendixes contain cover letters, survey instruments, evaluation devices, criteria used for analyses, student evaluation of software, and the revised evaluation device.) (Author/RS)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut