ERIC Number: ED485049
Record Type: Non-Journal
Publication Date: 2004-Oct
Reference Count: 42
Adapting Reading Intervention for Online Students
Chen, Baiyun; Hirumi, Atsusi
Association for Educational Communications and Technology, 27th, Chicago, IL, October 19-23, 2004
With the advances of computer and network technologies, student enrollment in distance education has increased rapidly since the 1990s. In 2003, it is estimated that about 40,000 to 50,000 K-12 students are enrolled in online courses nationwide (Golden, Wicks, & Williams, 2004). With the ever-increasing number of K-12 students who attend online program, researchers state in a report on virtual school in United States that "online education program(s)... already are having a significant impact on public education" (Watson, Winograd, & Kalmon, May 2004). Most likely, the K-12 online programs will take an increasingly important role in the school system of the United States. According to "Building a Snapshot of Virtual Schools Across the Nation" by Collins, "12 states have established online high school programs and 5 others are developing them... 25 states allow for the creation of socalled cyber charter schools, and 32 states have e-learning initiatives under way" (Collins, 2004). In the future, the option of e-learning will be available to every child for purposes of advanced study, credit recovery or remedial learning. The target population of a virtual school encompasses gifted students, students seeking credit recovery, and at-risk and dropout students. The focus of this paper is the problematic students who do not succeed in traditional classroom. The at-risk and dropout student population size is shockingly large. The primary purpose of this paper is to explore and elaborate these issues and to develop and test an online reading intervention module for problematic secondary students to improve their reading abilities.
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: Elementary Secondary Education
Audience: Teachers; Practitioners
Authoring Institution: Association for Educational Communications and Technology, Washington, DC.