NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ902509
Record Type: Journal
Publication Date: 2006
Pages: 16
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-1938-727X
An Action Research Study of Computer-Assisted Instruction within the First-Grade Classroom
Jeffs, Tara; Evmenova, Anna; Warren, Sandra Hopfengardner; Rider, Robin L.
Assistive Technology Outcomes and Benefits, v3 n1 p80-95 Fall 2006
This investigation examined the use of computer-assisted instruction (i.e., "WordMaker") on students having different levels of reading ability. Of particular interest were the effects of "WordMaker" on the spelling performance of first graders in a co-taught classroom. In a short 10-week period, the "WordMaker" software program had a positive impact on children's decoding and spelling skills. Eighty-three percent of the students experienced gains between the pre- and posttest scores. Findings suggest that "WordMaker" is an effective complement to other activities associated with the first grade curriculum (e.g., spelling and decoding) and has the potential to enhance students' reading and writing skills. (Contains 2 tables and 3 figures.)
Assistive Technology Industry Association and SEAT Center. Available from: SEAT Center, Special Education, Illinois State University, Campus Box 5910, Normal, IL 61790. Tel: 309-438-7811; Fax: 309-830-0999; e-mail: atob@atia.org; Web site: http://www.atia.org/i4a/pages/index.cfm?pageid=3305
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A