An Evaluation of Computer-Assisted Instruction in Phonological Awareness with below Average Readers

1995 ◽  
Vol 13 (1) ◽  
pp. 89-103 ◽  
Author(s):  
Theodore Allen Barker ◽  
Joseph K. Torgesen
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Training Programs ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Awareness Training ◽  
Experimental Conditions ◽  
Assisted Instruction ◽  
Phonological Awareness Training

The use of computer-assisted instruction (CAI) to train phonological awareness skills in at-risk first graders was evaluated. Fifty-four children ranging in age from six years two months to seven years eight months participated in an eight-week training study. There were three experimental conditions. The first group received approximately twenty-five minutes a day, four days a week with two phonological awareness training programs. The second group received the same amount of training with a program designed to train alphabetic decoding skills. The third group served as an attentional control group and spent equal time on the computer with several programs designed to provide practice on basic math skills. The children exposed to the phonological awareness training programs made significantly greater improvements on several measures of phonological awareness and on a measure of word recognition, when compared to children in the other two groups. Tentative conclusions were drawn about the use of CAI as means of training phonological awareness skills with at-risk students.

Computer-Assisted versus Teacher-Directed Teaching of Community Living Skills in People with a Mild Learning Disability

1997 ◽  
Vol 60 (11) ◽  
pp. 498-502
Author(s):  
M M Nicol ◽  
A Anderson
Keyword(s):  
Learning Disability ◽  
Computer Assisted Instruction ◽  
Community Living ◽  
Control Group ◽  
Computer Assisted ◽  
Living Skills ◽  
Assisted Instruction ◽  
Intermediate Amount ◽  
Community Living Skills

An experiment was carried out in which adults with a learning disability of the mild type undertook either computer-assisted or teacher-implemented instruction in community living skills, with a third group acting as a control group. All groups were pre-tested on a standardised psychometric measure of community living skills (the HANC 2 subscale of the Hampshire Assessment for Living with Others test), after which the experimental groups received one half-day per week training in such skills as money handling and budgeting for 3 months, when all groups were reassessed. It was found that both the teacher-led and computer-assisted instruction groups appeared to gain more than the control group, but only the teacher-led group differed significantly from the control group. The computer-assisted group improved in their scores by an intermediate amount, with their gains being non-significantly different from either the control or the teacher-led groups. The strengths and weaknesses of the software used in the study are discussed.

Uses of Feedback in Computer-Assisted Instruction in Developing Psychomotor Skills Related to Heavy Machinery Operation

1978 ◽  
Vol 20 (4) ◽  
pp. 415-423 ◽  
Author(s):  
Jeffrey R. Phillips ◽  
Jan Berkhout
Keyword(s):  
Relative Effectiveness ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Psychomotor Skills ◽  
Learning Abilities ◽  
Male And Female ◽  
Road Speed ◽  
Performance Patterns ◽  
Assisted Instruction

A study was performed to determine the relative effectiveness of different formats of computer assisted instruction (CAI) in teaching a psychomotor performance task. A control group combining male and female subjects received instruction based on the study of written materials and unstructured practice sessions on a heavy transmission gear-shifting task. No significant differences were found between male and female performance patterns and learning abilities under control conditions. Two experimental groups, both restricted to males, were trained under similar practice conditions with the addition of computer monitoring of performance and feedback of supplemental information to the students. One group received terminal feedback of numerical performance quality scores following each trial. The other group received continuous feedback of an analytic display (a display of nominal road speed against elapsed time in the form of an X-Y plot) concurrent with each trial. Both experimental groups were tested for retention of skills after transitioning to a non-feedback performance environment. Both forms of computer assisted instruction proved to be significantly superior to the control teaching procedure.

Training the Economically Disadvantaged via Computer-Assisted Instruction: An Experiment by Chrysler Learning, Inc.

1982 ◽  
Vol 10 (4) ◽  
pp. 363-375 ◽  
Author(s):  
Daphne Williams Ntiri
Keyword(s):  
Job Search ◽  
Work Experience ◽  
Training Sequence ◽  
Learning System ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Educational Training ◽  
Assisted Instruction ◽  
Experimental Group

Computer-assisted instruction was utilized by Chrysler Learning, Inc. to study its impact on economically and educationally disadvantaged youth subjects in basic but specific academic areas within a given time period. The program took the form of an experiment that involved two groups: 1) an experimental group that participated in an educational training sequence with an interactive computerized learning system coupled with traditional classroom instruction and work experience; and 2) a control group that received no structured instruction in basic skills but was exposed to counseling, hands-on industrial experience and job search skills. Comparison of the pre- and post-test scores indicated that the experimental group had made significantly higher gains than the control group in reading and mathematics. Reading in general was more indicative of growth but math was also positively affected.

scholarly journals Using Computer-Assisted Instruction and Developmental Theory to Improve Argumentative Writing

1995 ◽  
Vol 17 (2) ◽  
Author(s):  
Ronald R. Irwin
Keyword(s):  
Intellectual Development ◽  
Developmental Theory ◽  
The Other ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Developmental Level ◽  
Argumentative Writing ◽  
Assisted Instruction ◽  
Experimental Group

A study is described in which the effectiveness of a computer program (Hermes) on improving argumentative writing is tested. One group of students was randomly assigned to a control group and the other was assigned to the experimental group where they are asked to use the Hermes program. All students were asked to write essays on controversial topics to an opposed audience. Their essays were content-analysed for dialectical traits. Based on this analysis, it was concluded that the experimental group wrote more dialectically effective essays than the control group, and the amount of difference between the control and experimental groups was related to the students' intellectual developmental level, as assessed by the Measure of Epistemological Reflection (MER). It is concluded that argumentative writing, operationalized here as dialectical writing, can be improved by computer-assisted instruction, but that attempts to teach such forms of thinking and writing need to take into account students' capacity to benefit from such instruction. Such capacity is defined here as intellectual development.

scholarly journals Evaluation of phonological awareness training on reading improvement and skills

2018 ◽  
Author(s):  
Mohsen Saeidmanesh ◽  
Hasan Hajavi ◽  
Vahid Moradi
Keyword(s):  
Hearing Loss ◽  
Phonological Awareness ◽  
Primary School Children ◽  
Control Group ◽  
Awareness Training ◽  
Reading Improvement ◽  
Parametric Data ◽  
Children With Hearing Loss ◽  
Phonological Awareness Training ◽  
Non Parametric

Background and Aim: Reading is not only a fundamental skill in learning but also an imp­ortant channel in dealing with the outside world. However, hearing impairment affects linguistic growth, including speaking and reading; deve­lopment of understanding; and academic achi­evement. The purpose of this study was to inv­estigate the effect of phonological awareness training on improving phonological reading and awareness in primary school children with hea­ring impairment. Methods: The present study has a quasi-experi­mental design. The research was conducted as pretest, intervention and posttest. A total of 20 children with moderate to severe hearing loss were enrolled in the experimental group and 20 subjects in another group as the control. Rea­ding and dyslexia test (NEMA) was used to ass­ess reading improvement and phonological awa­reness was assessed by the phonological aware­ness questionnaire. The data normality was che­cked by Kolmogorov-Smirnov test and non-parametric Wilcoxon and Mann-Whitney U test were used to evaluate non-parametric data. Results: Based on the results, after teaching the phonological awareness strategies to the experi­mental group, their reading and phonological awareness scores increased significantly higher than the control group (p<0.05). Also the results show higher phonological awareness scores in girls. Conclusion: The results of this study showed that improvement of phonological awareness in children with hearing loss can improve and res­olve their reading performance and problems.

The Effects of Computer-Assisted Instruction on Number Combination Skill in At-Risk First Graders

2006 ◽  
Vol 39 (5) ◽  
pp. 467-475 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Carol L. Hamlet ◽  
Sarah R. Powell ◽  
Andrea M. Capizzi ◽  
...  
Keyword(s):  
At Risk ◽  
First Graders ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Assisted Instruction ◽  
Number Combination

The Effectiveness of Computer-Assisted Instruction in Teaching Tennis Rules and Strategies

1989 ◽  
Vol 8 (2) ◽  
pp. 170-176 ◽  
Author(s):  
Mary-Margaret Kerns
Keyword(s):  
Repeated Measures ◽  
Interaction Analysis ◽  
Group Analysis ◽  
Computer Assisted Instruction ◽  
Learning Performance ◽  
Control Group ◽  
Computer Assisted ◽  
Significant Difference ◽  
Written Test ◽  
Assisted Instruction

This study assessed the effectiveness of computer-assisted instruction in teaching tennis rules and strategies. The subjects were enrolled in two beginning tennis classes at The Pennsylvania State University. The control group (n=24) received instruction by traditional means. The experimental group (n=19) received no instruction on tennis rules and strategies during regular class periods but did interact with computer-assisted tutorials during two scheduled classes. A written test was used to measure learning and was administered during pretest, posttest, and retest. A two-factor analysis of variance with repeated measures on one factor (ANOVR) was employed to determine significant differences between mean performances. The between-groups analysis and the interaction analysis were not significant, but the within-group analysis revealed an F ratio of 99.72 (p<.001). It was concluded that both groups learned tennis rules and strategies significantly from the pretest to the posttest, their learning performance on the retest differed significantly from pretest administration but not from posttest to the retest, and there was no significant difference between the performance of either group on all three testing occasions.

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