ERIC Number: EJ948392
Record Type: Journal
Publication Date: 2011-Dec
Abstractor: As Provided
Reference Count: 70
A Preliminary Investigation of Supplemental Computer-Assisted Reading Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Urban Students
Gibson, Lenwood; Cartledge, Gwendolyn; Keyes, Starr E.
Journal of Behavioral Education, v20 n4 p260-282 Dec 2011
This preliminary investigation examined the effects of a computerized supplemental reading program on the oral reading fluency, reading growth rates, and comprehension of 8 African American first graders. Participants were selected for this study according to scores within risk categories on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) oral reading fluency (ORF) winter benchmark, indicating the potential for reading failure. Participants engaged in a supplemental, computer-based reading program designed to improve reading fluency and comprehension. Treatment sessions were conducted 3-4 times per week, for 14-16 weeks. Following the treatment, each participant received the DIBELS ORF spring benchmark as a post-test measure. A pre-intervention/post-intervention analysis showed that all of the participants increased their reading fluency, 5 of the 8 participants reduced their risk status, and 7 of the 8 students increased their reading rate. All of the students improved their comprehension scores. The results support supplementary interventions and computer-based reading programs. The findings are discussed in the context of reading needs and instruction for African American primary-aged students.
Descriptors: Urban Schools, Reading Comprehension, Intervention, Reading Fluency, Reading Programs, Reading Failure, Emergent Literacy, Reading Rate, Computer Assisted Instruction, Educational Technology, Teaching Methods, African American Students, Grade 1, Elementary School Students, At Risk Students, Supplementary Education, Program Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)