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ERIC Number: ED564496
Record Type: Non-Journal
Publication Date: 2013
Pages: 113
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-1355-5
ISSN: N/A
The Effects of a Computer-Based, Multimedia, Individualized Instructional Approach on Oral Reading Fluency of At-Risk Learners
Hill-Stephens, Ernestine
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this study was to investigate the effectiveness of a computer-based multimedia software program on the oral reading fluency of at risk second-grade learners. The study determined if a cause-effect relationship existed between one factor, "the independent variable" and a second factor, the dependent variable. A Two-way repeated measure ANOVA determined if there was a statistically significant difference between the pre-, and posttest oral reading fluency scores. A One-way ANOVA determined if there was a statistically significant difference between the pretest oral reading fluency scores for the students who participated in Earobics intervention, and student who did not participate in Earobics intervention. There was no statistically significant difference between the pretest oral reading fluency scores and the posttest oral reading fluency scores. There was no statistically significant difference between the pretest oral reading fluency scores for students who participated in Earobics intervention and students who did not participate in Earobics intervention. The grouping of students according to the DIBELS Benchmark Test of Oral Reading Fluency was an adequate tool for placement in Earobics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)