The Effects of Computer Assisted Instruction on the Development of Reading and Language Skills

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This research investigates the effects of a planned program of computer assisted instruction on reading and language development of fourth grade students. The purpose of the study was to determine the effectiveness of microcomputer usage in supplemental reading and language instruction. Fifty-one matched pairs of fourth graders completed the one school year study. A t test for related samples was used to analyze the data. Multiple linear regression was used to allow a more detailed review of the basic data, including gender and entering ability. The findings include the following. 1. Post test scores for total reading or total language ... continued below

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iii, 70 leaves

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Coomes, Pat August 1985.

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  • Coomes, Pat

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This research investigates the effects of a planned program of computer assisted instruction on reading and language development of fourth grade students. The purpose of the study was to determine the effectiveness of microcomputer usage in supplemental reading and language instruction. Fifty-one matched pairs of fourth graders completed the one school year study. A t test for related samples was used to analyze the data. Multiple linear regression was used to allow a more detailed review of the basic data, including gender and entering ability. The findings include the following. 1. Post test scores for total reading or total language on the Comprehensive Test of Basic Skills of the experimental group did not differ significantly from the scores of the control group. 2. The incremental differences in the post test scores for the boys or the girls in the experimental group did not differ significantly from those of the boys or the girls in the control group in either reading or language. 3. For students starting lower, toward the middle or higher on the Comprehensive Test of Basic Skills total reading or total language, the relative progress of the experimental group of any of the three groups did not differ significantly from those of the control groups. The general conclusion to be drawn from this study is that using prescribed software for thirty minutes a week did not significantly improve total reading or total language scores on the Comprehensive Test of Basic Skills. This study also indicates no significant differential effects on entering ability or gender. These recommendations were made. 1. More weekly computer time be utilized in further research. 2. Further evaluation of software as it relates to basic classroom curriculum for all levels of achievement should be studied. 3. Further study should be conducted on gender as it relates to C.A.I. in learning, including the possibility of using different software programs to reinforce the same skills for boys and girls.

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iii, 70 leaves

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  • August 1985

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  • Aug. 22, 2014, 6 p.m.

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  • Nov. 17, 2017, 12:46 p.m.

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Coomes, Pat. The Effects of Computer Assisted Instruction on the Development of Reading and Language Skills, dissertation, August 1985; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc330663/: accessed December 15, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .