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ERIC Number: ED448416
Record Type: Non-Journal
Publication Date: 2000-Oct
Pages: 8
Abstractor: N/A
Reference Count: N/A
Technical Advances and Fifth Grade Reading Comprehension: Do Students Benefit?
Fountaine, Drew
This paper takes a look at some recent studies on utilization of technical tools, primarily personal computers and software, for improving fifth-grade students' reading comprehension. Specifically, the paper asks what benefits an educator can expect students to derive from closed-captioning and computer-assisted reading comprehension products. It reviews the relevant literature on closed-captioning video, on computer assisted instruction, and on computer assisted assessment, and discusses each technological tool in turn. The paper finds that: closed-captioning appears to hold some benefit for students' reading comprehension, particularly when it is paced appropriately to the learners; studies on computer-assisted instruction are yielding mixed to positive comprehension results; and computerized comprehension assessment tools offer flexibility and autonomy to the student and management tools to the teacher. It concludes that it appears that a coincidental aspect of all of these methods is that they are utilizing multiple modalities and allowing for self-directed study. (NKA)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A