The effect of computer-assisted instruction and field independence on the development of rhythm sight-reading skills of middle school instrumental students

2009 ◽  
Vol 27 (1) ◽  
pp. 59-68 ◽  
Author(s):  
Kenneth H. Smith
Keyword(s):  
Middle School ◽  
Reading Skills ◽  
Computer Assisted Instruction ◽  
Sight Reading ◽  
Computer Assisted ◽  
Field Independence ◽  
Assisted Instruction

Computers as Aids in the Prevention and Remediation of Reading Disabilities

1995 ◽  
Vol 18 (2) ◽  
pp. 76-87 ◽  
Author(s):  
Joseph K. Torgesen ◽  
Theodore A. Barker
Keyword(s):  
Reading Disabilities ◽  
Reading Skills ◽  
Word Identification ◽  
Preliminary Evidence ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Connected Text ◽  
Assisted Instruction ◽  
Context Free ◽  
Free Word

This article provides examples of ways that computer-assisted instruction can help children with learning disabilities (LD) learn to read more effectively. Computer-assisted instruction and practice in reading is fit within an instructional model for LD children that recognizes their special needs for assistance in acquiring accurate and fluent word identification skills. The theory that reading disabilities are phonologically based is discussed as a context for focusing instruction on alphabetic reading skills. Computer programs that provide training in phonological awareness, specific context-free word identification skills, and reading of connected text are described, and preliminary evidence about their instructional effectiveness is presented.

The Impact of a Year of Computer Assisted Instruction on the Development of First Grade Learning Skills

1998 ◽  
Vol 18 (4) ◽  
pp. 369-386 ◽  
Author(s):  
Ruth Ann Erdner ◽  
Rebecca F. Guy ◽  
Andrew Bush
Keyword(s):  
Reading Skills ◽  
First Graders ◽  
First Grade ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Significant Treatment ◽  
Main Effect ◽  
Quasi Experimental ◽  
Assisted Instruction ◽  
The Impact

This study seeks to examine the effects of computer assisted instruction on the reading achievement of first graders. Two hypotheses were tested. The first is that computer assisted instruction improves first graders' development of reading skills as measured by the CTBS Form U Level B. The second is that this development depends upon student sex. A quasi-experimental design was used to compare one group of first graders whose reading lessons were supplemented with CAI to a group of first graders whose reading lessons were not. A treatment by sex ANOVA on change in reading skills demonstrated a significant treatment (CAI versus control) main effect. Results from planned comparisons of treatment differences by sex demonstrated that statistically significant gains were sex specific with only males exhibiting a significant average increase when exposed to CAI. Although females exposed to CAI also tended toward greater gain in the sample, the magnitude of their gain was not statistically significant. The implications of these findings are discussed.

The Effects of Multimedia Computer-Assisted Instruction on Middle School Students’ Volleyball Performance

2006 ◽  
pp. 221-226 ◽  
Author(s):  
Nicholas Vernadakis ◽  
Eleni Zetou ◽  
Andreas Avgerinos ◽  
Maria Giannousi ◽  
Efthimis Kioumourtzoglou
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
School Students ◽  
Assisted Instruction

Computer-Assisted Instruction for Learning Developmental Sentence Scoring

1994 ◽  
Vol 3 (3) ◽  
pp. 89-95 ◽  
Author(s):  
Diana L. Hughes ◽  
Marc E. Fey ◽  
Marilyn K. Kertoy ◽  
Nickola Wolf Nelson
Keyword(s):  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Assisted Instruction
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