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ERIC Number: EJ1085225
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1937-6928
Effects of Computer-Assisted and Teacher-Led Fluency Instruction on Students at Risk for Reading Failure
Fenty, Nicole; Mulcahy, Candace; Washburn, Erin
Learning Disabilities: A Contemporary Journal, v13 n2 p141-156 2015
A quasi-experimental pretest/posttest group design was used to determine whether computer-assisted fluency instruction is as effective as print-based, teacher-led fluency instruction in improving fluency, vocabulary, and comprehension skills in third grade students experiencing delayed fluency development. Fifty participants were randomly assigned to 1 of 3 conditions: a teacher-led group, a computer-assisted text-equivalent group, or a computer-assisted time-equivalent group. The same fluency program was used for all three groups. An analysis of covariance (ANCOVA) revealed no significant differences across groups on 2 of the 3 outcome measures (i.e., fluency and comprehension), but significant differences between the text equivalent and time equivalent treatment groups occurred in the area of vocabulary. Limitations and recommendations for research and practice are discussed.
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; 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); Gates MacGinitie Reading Tests
Grant or Contract Numbers: N/A